Syllabus THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education

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THE UNIVERSITY OF TEXAS AT BROWNSVILLE
College of Education
Syllabus
Conceptual Framework & Knowledge Base
The conceptual framework contains four core
concepts that are themes through which we
organize and deliver our programs; hence they are
central to our vision of professional educators and
scholars. These include:




Interculturalism
Interrelatedness
Inquiry
Pedagogical Leadership
College of Education (COE) Mission
Statement
 To prepare highly skilled professionals to assume roles and positions in teaching,
research, educational leadership, and human development.
 To provide undergraduate and graduate programs based on proven best practice,
knowledge acquisition, reflective inquiry, critical thinking, and respect for the cultural
and linguistically diverse learner.
 To continuously develop a dynamic local, state, national, and international, dimension
that promotes innovations and contributes to scientific educational, economic, and
social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fully-accredited and
as a nationally and internationally respected college in the areas of science, mathematics,
educational technology and intercultural dimension (language, literacy, culture and
interdisciplinary studies in regard to preparing teachers, counselors, administrators, educational
researchers, and professional at all levels, not only for the school system but for other
economical and service areas which require training, human resources, development and lifelong learning.
Teacher preparation programs of the College of Education will be central to the mission of the
University and will have national prominence. It will be at the forefront in programs for English
Language Learners and, through teacher preparation, P-16 and life-long education initiatives
will be a model for helping to close the student achievement gap.
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All of these will require the COE to be noted for the quality of its graduates, the scholarship of
its faculty, and the leadership and service they provide to the local, regional, and national
educational communities in the previously mentioned areas.
Note: Be advised that the College of Education conducts ongoing research regarding the
effectiveness of the programs. You will receive one survey in the final semester prior to
graduation regarding your program during your time here. A second survey will occur
within one year following graduation from or completion of a program, and will be sent to
your employer. This survey will focus on the preparation received at UTB. Please remember
that your response to these surveys is critical to UTB excellence.
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College of Education
Department of Language, Literacy, and Intercultural Studies
BILS 3314
The Content Area Methodology in the Bilingual Classroom
Spanish
Spring 2012
Prerequisite: BILS 3312 or concurrent enrollment
Professor:
Dr. Sandra Musanti
Class Time: Monday, 4:25 to 7:05 pm
Email:
[email protected]
Office:
Phone:
Classroom:
EDBC 1.126
(956) 882-5738
MRC South 102
Office Hours Spring 2012: Monday 1:30 to 3:30 pm
Tuesday 2 to 4 pm
Wednesday 11 to 12:00 pm
Friday by appointment
Course Catalog Description:
This course focuses on the current methods and theories of planning and teaching across context
areas in bilingual classroom with strong emphasis on an interdisciplinary approach to instruction
and on the development of academic Spanish. Taught in Spanish. Field experience is required. Lec
3, Cr 3
Required Textbooks:
Ovando, Carlos J. & Combs, Mary, C. (2012). Bilingual and ESL Classrooms. Teaching in
Multicultural Contexts. Fifth Edition. Selected Chapters (Front matter and chapters 6, 7,
and 8) ISBN 9781121340183. McGraw-Hill Price: $21.56
Rea, Denise & Mercuri, Sandra. (2006). Research-based Strategies for English Language Learners.
How to reach goals and meet standards. ISBN 978-0-325-00810-3. Heinemann. Price:
$17.00
Other readings indicated in the calendar will be provided through Blackboard.
NOTE: A Tk20 account may be required for this course. Your instructor will inform you of its
necessity. Tk20 is an electronic toolkit used by candidates and other school professionals to
provide evidence that they have mastered state and professional standards for the profession, as a
necessary component of the College of Education’s assessment program. Additional information
regarding Tk20 is available at: https://tk20.utb.edu/
Course Description Expanded and Purposes of the Course:
This course examines the reading and writing process across text types and subject-specific
vocabulary at the EC-4 / EC-6 level. The main focus will be on essential elements of science,
mathematics, social studies and health education in the bilingual classroom. Students learn and
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practice a variety of planning, managing and learning strategies for all students including those with
special needs. Included is the role of language in a comprehensive systematic program design that
will allow students to develop analytical and practical skills to effectively teach in the bilingual
classroom. Precise terminology in English and Spanish and its application in the classroom will be
stressed. This course provides bilingual majors with instruction pertaining to the following domains
and competencies assessed in the Texas teacher certification exam:
Domain I – Bilingual Education
Competency 001 – Foundations of bilingual education
Competency 002 – First and second language acquisition
Competency 004 – Content area instruction in first and second language
Domain II – English Language Arts and Reading
Competency 011 Reading Comprehension and Application
Competency 012 Reading Inquiry and Research
Course Objectives/SLOs:
The student will:
SLOs
a. Create authentic and purposeful learning activities and experiences in
content areas that promote bilingual learners’ development of concepts and
skills in both Spanish and English.
b. Differentiate content area instruction based on learner needs and language
proficiency levels
c. Explain and apply the main tenets of a content area instruction approach
that integrates the learner needs and different language proficiency levels
and uses content-area instruction in L1 and L2 to promote students'
cognitive and linguistic development
d. Develop lesson plans that integrate an interdisciplinary approach to
instruction.
e. Create authentic and purposeful learning activities and experiences in all
content areas that promote bilingual learners’ development of concepts and
skills in both Spanish and English as defined in the state educator
certification standards and the statewide curriculum (TEKS).
f. Analyze and develops strategies for integrating language arts skills in L1
and L2 into all content areas
g. Develop units and lesson plans using the statewide curriculum as specified
in the Texas Essential Knowledge and Skills (TEKS) and demonstrating
ability to use multiple materials, including technology, for teaching
particular concepts and skills in the areas of mathematics, science, and
social studies.
h. Integrate adequate assessment strategies
TEKS
I. 004
NCATE
Standards
1&4
I. 001,
002
I. 001,
002,
004
1&4
I. 004
1&4
I. 004
1&4
II. 011,
012
I. 004
1&4
I. 004
1&4
1&4
1&4
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Tentative Calendar
Date
Topics
Assignments
SLOs
Jan
23
Introduction to the Course.
Community building;
Syllabus presentation.
Readings:
Ramirez “La educación bilingüe. Puntos de
conversación” (*) PDF
a
Evaluation
Method
Group Work: What do we need to know about
teaching English Language Learners?
Distribution of articles to present. Discuss format
and evaluation criteria for oral presentations
Jan
30
Language knowledge and
instructional approaches to
teaching English Language
learners
Readings:
Cloud, et al., Literacy instruction for English
Language Learners (Chapter 1) PDF
A, b
Written
Assignment
Rubric
A, b
Written
Assignment
Rubric
C, h
Oral
presentation
rubric
C, d
Oral
presentation
rubric
Group presentation Spanish academic article:
Condemarin “Falsas concepciones sobre la
competencias lingüística…” (PDF)
Feb 6 Theoretical and historical
Readings:
foundations of teaching ESL Cloud, et al., Literacy instruction for English
learners
Language Learners (Chapter 1) PDF
Rea & Mercuri. Research-based strategies for ELL
– Chapter 1
Group presentation Spanish academic article: El
ABC de la alfabetización. Capítulo 3 y 6
Feb
13
Teaching language through
content: Developing
academic language.
Readings:
Rea & Mercuri. Research-based strategies for ELL
– Chapter 6
Freeman. English Language Learners – Chapter 6
(PDF)
Group presentation Spanish academic article: La
alfabetización académica mediada por usos
sociales de la lengua escrita.
Feb
20
Teaching language through
content. Thematic planning:
Modeling and
Contextualizing
Readings:
Freeman. English Language Learners – Chapter 3
(PDF)
Rea & Mercuri. Research-based strategies for ELL
– Chapter 2 & 3
Group presentation Spanish academic article: El
teatro de lectores para mejorar la fluidez lectora…
DUE: Field Placement Narrative
6
Feb
27
Teaching language through
content: Developing a
mental framework and
reframing information
Readings:
Rea & Mercuri. Research-based strategies for ELL
– Chapter 4 & 5
c
Oral
presentation
rubric
Due: Draft of field-based assignment.
Group presentation Spanish academic article: El
ABC de la alfabetización.Apéndice 3
March
5
Mid Term
Rubric
MidTerm Examination
March Spring Break
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March Teaching mathematics and
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science the bilingual
classroom
Readings: Bilingual and ESL Classrooms –
Chapter 6
E, f, g
Written
Assignment
Rubric
Group presentation Spanish academic article: La
construcción de organizadores gráficos para
promover la lectoescritura
March Use of L1 and L2 for math
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and science instruction
Readings: Bilingual and ESL Classrooms –
Chapter 6
E, f, ,g
Group presentation Spanish academic article:
Primer Ciclo: Matemática, las operaciones de suma
y resta
Bring materials to work on lesson planning
April
2
Teaching social studies in
the bilingual classroom
Readings: Bilingual and ESL Classrooms –
Chapter 7
E, f, ,g
Lesson Plan
Rubric
Group presentation Spanish academic article: “Los
círculos de literatura en la escuela”
DUE: Spanish lesson – Math or Science
April
9
Methods for social studies
instruction: Use of L1 and
L2
Readings: Bilingual and ESL Classrooms –
Chapter 7
E, f, g
Group presentation Spanish academic article: La
importancia de los cuentos en la alfabetización
inicial
Bring materials to work on lesson planning
April
16
Revision of methods of
instruction and use of L1 and
L2 in the content areas.
Enseñar y aprender en
grupos cooperativos
CLASS will be held through Blackboard –
Professor attending AERA conference Activity in
Blackboard
Readings: Enseñar y aprender en grupos
cooperativos. Capítulo 1 y 2 (PDF)
DUE: Spanish lesson – Social Studies
E, f, g
Lesson Plan
Rubric
7
April
23
April
30
Differentiated instruction:
Considering cultural and
linguistic diversity in
instructional planning.
Reading: Available in Blackboard – TBD
Assessment
Readings:
Bilingual and ESL Classrooms – Chapter 8
B, c
Bring materials to work on unit planning
Written
assignment
rubric
h
Bring materials to work on unit planning
DUE: Field based assignment report and
reflection
May 7
Final Exam : Group presentations
All
May
14
Final Exam: Group presentations
All
Grading
1.
2.
3.
4.
5.
6.
Attendance and class participation (in class and online)
Group presentation of academic article
Mid-term exam
Spanish Lessons (Math/Science and Social Science)
Field-based assignment narratives and reflections
Final Exam: Group project.
Spanish Unit paper and presentation
10%
15%
20%
20%
20%
15%
Assignments Description
Attendance and Class Participation: You are expected to attend all classes to obtain a full grade.
Classes will include individual and group discussions, activities and presentations to complete
during class time. Class participation will be assessed considering the following criteria:
 absent, significantly late for class or left class early; or disruptive, distracted, doing other
assignments during class time, etc.
 attended entire class session; little or no participation
 moderate amount of participation; quality of participation is fair to good
 well prepared for class; full participation in a wide range of activities; i.e. outstanding
Group presentation of an Spanish Academic Article: This assignment pursues to further your
reading comprehension abilities in Spanish and your knowledge in an specific topic related to class
content. Each group will be assigned an article to read, summarize, and present to the class in an
academic manner, using visuals and handouts to support peers understanding of the content.
Assignments will be evaluated based on thoroughness of content and grammatical accuracy.
Remember that you will be committing to present at a specific date and you will need to be
available to prepare the presentation with your partner. Evaluation Method: See rubric 2
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Field-based Assignment Reports and Reflection: A minimum of 15 hours of field experience is
required for this course. Arrangements will be made for you to visit a bilingual classroom in a
school to be determined. You may observe and help the teacher as necessary. For this assignment
you will have to:
1. Turn in a narrative of the first 5-7 hours of field experience. The narrative will include a
description of the setting, a description of the activities you developed, a reflection on your
initial observations and teaching approaches utilized to teach different content areas. The
description of the activities needs to include great detail, examples, and artifacts if possible.
The reflective section will include explicit connections to the class contents and readings. (2
pages max.)
2. Turn in a final narrative and reflection including a description of the activities you
developed during the last 10 to 8 hours of field placement, and a final reflection on your
experience integrating concepts and citing the readings discussed in class.
3. Guidelines for this assignment will be provided in class.
4. Evaluation Method: See rubric 1
Midterm Examination
A comprehensive exam will be administered on the topics discussed in class and based on the
readings for the course. The exam will consist on essay questions and the application of theory to
particular scenarios on bilingual settings. Evaluation Method: See rubric 3
Spanish Lesson Planning
1. You will write two lessons in Spanish applying the strategies to teach language through
content learned in class. You will write a lesson for science or mathematics and one for
social studies. Your lesson needs to include handouts, realia, manipulatives, visuals or any
other resource that is appropriate and coherent with the strategies learned in class.
2. Your lesson should include some type of evaluation to see if the students have learned the
content taught (Avoid paper and pencil quizzes)
3. Each lesson will include a brief rationale explaining how the lesson allows to teach language
through content
4. Evaluation Method: See rubric 4
Final Exam: An Interdisciplinary Spanish Unit
You will work in teams to develop a one-week Spanish unit (EC – 4th), integrating at least 5
different lessons and different content areas. You will prepare a presentation of your unit to the
class. Each member of the group will be in charge of demonstrating one of the lessons (only a
segment). You should carry out your lesson as if you were in the classroom. Specific guidelines
will be provided well in advance of due date. See rubric 2 and 5
Grading System
Partial evaluations will be made with numbers (exams, tests, papers, presentations and so
on). Letter grades of “A” through “F” (course final grade) will be awarded based on the following
scale:
A+ = 98-100
A = 93-97
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A- = 90-92
B+ = 88-89
B = 83-87
B- = 80-82
C+ = 78-79
C = 73-77
C- = 70-72
D+ = 68-69
D = 63-67
D – = 60-62
F = 0-59
Incomplete Grades: A grade of Incomplete (I) may be given at the discretion of the instructor to a
student who has been unable to complete the course requirements due to a serious interruption not
caused by the student’s own negligence.
Course Policies
1. Attendance is mandatory. Arriving late or leaving early is unprofessional and causes a
distraction to others. Being late to class or leaving early twice constitutes one absence. A
student may be dropped from the course with a grade of “DP” or “DF” at the instructor’s
discretion due to excessive absences (more than 3).
2. Absence from three class meetings will constitute a loss of a letter grade.
3. Complete all assignments by the due date. Late assignments will not be accepted following 10
days of the due date. Late assignments will incur in a considerable grade reduction. There
will be no make-up assignments.
4. All assignments will be written in Spanish.
5. Please type all assignments, unless otherwise specified.
6. The instructor reserves the right to make changes in the syllabus as deemed
necessary. Students will be notified of any and all changes.
7. Grade Appeals: If you (the student) do not agree with a grade on an assignment, it is the
student responsibility to appeal the grade to the instructor within two days after the
assignment was returned. Later appeals will not be considered.
8. Please, turn off all cell phones and pagers before entering class.
Suggested Readings
Capellini, Mary. (2005). Balancing reading and Language Learning. A Resource for Teaching
English Language Learners, K-5. Portland: Stenhouse Publishers.
Carrasquillo, Angela, & Segan, Philip. (1998). The teaching of reading in Spanish to the bilingual
student: La Enseñanza de la lectura en Español para el estudiante bilingüe. Mahwah, N.J. :
Lawrence Erlbaum Associates
Dubrovsky, Silvia (comp). (2000). Vygotsky. Su proyección en el pensamiento actual. Buenos
Aires: Ediciones Novedades Educativas.
Echevarría, Jana; Vogt, MaryEllen & Short, Deborah. (2008). Making content comprehensible for
English Learners. The SIOP model. NY: Allyn and Bacon.
Gibbons, Pauline. (2002). Scaffolding language, scaffolding learning. Teaching second language
learners in the mainstream classroom. Porthsmoth, NH: Heinemann.
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Short, K., Harste, J. with Burke, C. (1995). Creating Classrooms for Authors and Inquirers.
Portsmouth, NH: Heinemann.
Rubrics
1. Written Assignments Rubric
Exemplary 100%
Clearly & effectively
responds to assignment.
Main idea (thesis) very
clearly stated & topic is
effectively limited.
Thesis supported in body
of paper by a variety of
relevant facts, examples,
& illustrations from
experience, references to
related readings, etc.
Organization & structure
very evident: major
points divided into
paragraphs Sentences
within each paragraph
relate to each other & are
subordinate to the topic.
Few, if any, minor errors
in sentence construction,
usage, grammar, or
mechanics.
Source material is
incorporated logically &
insightfully. Sources are
documented accurately.
Adequate 95% to 75%
Needs Improvement
(75% to 60%)
Minimally responds
to the assignment.
Unacceptable (less than
60%)
Does not respond well to
assignment.
Main idea clear or
implicit & topic is
partially limited.
Thesis well-supported in Thesis generally
body of paper by facts,
supported in body of
examples, illustrations
paper by facts,
though support may not examples, details. No
be as vivid as the “A”
more than one
essay.
paragraph with
inadequate support.
Organization &
Organization &
structure clear. Most
structure mostly clear.
major points are
Most points are
separated into
logically developed.
paragraphs. Paragraphs
There may be a few
are built on related
minor digressions.
sentences that logically
develop the main points.
There may be a few
There are some
minor or major errors in common errors in
sentence construction,
sentence construction
usage, grammar, or
but the writer
mechanics.
generally
demonstrates a correct
sense of syntax.
Source material
Source material
incorporated logically.
incorporated
Sources documented
adequately & usually
accurately.
documented
accurately.
Main idea unclear & topic
only partially limited.
Response to assignment
generally adequate &
thorough.
Main idea clear & topic
is limited.
Thesis supported in body of
paper by few facts,
examples, details. More than
one paragraph with
inadequate support.
The organization &
structure must be inferred by
the reader. Only some major
points are set off by
paragraphs. There are some
logically connected points.
There may be some major
digressions.
There are numerous minor
errors and some major
errors. Sentence
construction is below
mastery and may display a
pattern of errors in usage
and mechanics.
Source material
incorporated but sometimes
inappropriately or unclearly.
Documentation is accurate
only occasionally.
2. Oral Presentation Rubric
LEVEL OF ACHIEVEMENT
Organization: 30 pts
 Introduces the purpose of the presentation
Exemplary
(100%)
Adequate
95 to 75%
Needs
improvement
75% to 60%
Unacceptable
less than 60 %
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clearly and creatively.
 Student presents information in logical,
interesting sequence which audience can follow
Content: Depth and Accuracy : 40 pts
 accurate and complete explanation of key
concepts and theories, drawing upon relevant
literature.
 Information completely accurate; all names and
facts were precise and explicit
Communication: 30 pts
 Graphics are designed reinforce presentation
 Clear articulation of ideas, use of terms, speaker
is comfortable and engaging
 Uses appropriate academic terms
 Command of expression, grammar, punctuation,
and mechanics.
TOTAL
3. Spanish Lessons Rubric
1. Objectives are clearly formulated and are based on the state standards. They show
comprehension of the integration of language and content.
2. The lesson plan shows comprehension of the course content.
3. The activities are described in detailed and they integrate teaching language through
content strategies. Activities integrate principles of sheltered instruction, grade
appropriate teaching and learning strategies, or modifications for different level of
linguistic competent.
4. Materials are appropriate for the lesson objectives and show comprehension of concepts
discussed in class.
5. The lesson includes description of strategies appropriate for learning assessment.
6. Lesson format follows the instructions, is complete, organized, clear and shows a logic
sequence of activities using the appropriate academia language.
TOTAL DE PUNTOS
10
15
40
15
10
10
100
4. Midterm Examination Rubric
LEVEL OF ACHIEVEMENT
Analysis of the case applying concepts and theory.
General Quality of Response – Soundness of
Argument (30 pts)
 A precise, comprehensive argument on topic.
 Excellent understanding and genuine depth of
thought.
 Compelling, logically sound arguments,
analysis, and examples.
Exemplary
(100%)
Adequate
95 to 75%
Needs
improvement
(75% to 60%)
Unacceptable
(less than
60%)
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Provides or designs a strategy to solve the problem
established by the case (20 pts)
 The situation is directly and thoughtfully
addressed and supported with a thorough
discussion of all key issues
Responses provide evidence of conceptual
understanding (20 pts)
Examples and strategies provided are adequate,
conceptually sound and clearly described (15 pts)
Quality of expression (15 pts)
 Command of expression, grammar,
punctuation, and mechanics.
 No errors or at most a few minor ones.
TOTAL
5. Spanish Unit Rubric (Spanish Version)
1. Los objetivos están claramente formulados en base a los estándares de Texas y
demuestran comprensión de la integración de objetivos de contenido y lenguaje
2. El diseño de la unidad demuestra comprensión de los contenidos del curso
3. Las lecciones planificadas incorporan la mayoría de las estrategias de enseñanza de
lenguaje a través del contenido y modificaciones para los diferentes niveles de
competencia lingüística
4. Los materiales elegidos y diseñados integran los contenidos de la clase y demuestran su
comprensión
5. Las lecciones y unidad incluyen estrategias apropiadas de evaluación de los aprendizajes
propuestos
6. El formato y estilo de la presentación escrita y oral de la unidad sigue las instrucciones, es
completo, organizado, claro, con una secuencia lógica y utilizando el lenguaje académico
apropiado.
TOTAL DE PUNTOS
10
15
40
15
10
10
100
INSTITUTIONAL POLICIES
Satisfactory Academic Progress (SAP)
UTB/TSC monitors academic progress every fall and spring semester to identify those
students who are experiencing difficulty with their courses. Satisfactory Academic Progress
(SAP) is based upon two components: GPA of 2.0 or higher and successful course
completion of at least 70% of course work attempted. Students remain in good standing
with the university and Financial Aid when both criteria are met. Students who do not
maintain these required minimum standards will be placed on probation or suspension as
appropriate. The complete Satisfactory Academic Progress policy and the Undergraduate
Satisfactory Academic Progress for Financial Aid policy can be found in the current
Undergraduate Catalog. For more information, please visit http://blue.utb.edu/vpaa/sap/.
Scholastic Dishonesty
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Students 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, 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, all students and the integrity of the University, policies on scholastic dishonesty
will be strictly enforced. (Board of Regents Rules and Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow
your peers to pressure you to cheat. Your grade, academic standing and personal reputation
are at stake.
Students’ Academic Responsibilities
Students are expected to be diligent in their studies and attend class regularly and on time.
Students are responsible for all class work and assignments. On recommendation of the
instructor concerned and with the approval of the Dean, students may, at any time, be
dropped from courses. This may result in a “W” or “F” on the student’s permanent record.
Emergency Policy Statement
In compliance with the Emergency UTB/TSC Academic Continuity Program, academic
courses, partially or entirely, will be made available on the MyUTBTSC Blackboard course
management system. This allows faculty members and students to continue their teaching
and learning via MyUTBTSC Blackboard http://myutbtsc.blackboard.com, in case the
university shuts down as a result of a hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying faculty
members and students of their responsibilities as a hurricane approaches our region. If the
university is forced to shut down, faculty will notify their course(s). To receive credit for a
course, it is the student’s responsibility to complete all the requirements for that course.
Failure to access course materials once reasonably possible can result in a reduction of your
overall grade in the class.
To facilitate the completion of class, most or all of the communication between students and
the institution, the instructor, and fellow classmates will take place using the features in your
MyUTBTSC Blackboard and UTB email system. Therefore, all students must use Scorpion
Online to provide a current email address. Students may update their email address by
following the link titled “Validate your e-Mail Account” in MyUTBTSC Blackboard Portal.
In the event of a disaster, that disrupts normal operations, all students and faculty must make
every effort to access an internet-enabled computer as often as possible to continue the
learning process.
Americans with Disabilities Act (ADA)
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Students with disabilities, including learning disabilities, who wish to request
accommodations in this class should notify the Disability Services Office early in the
semester so that the appropriate arrangements may be made. In accordance with federal
law, a student requesting accommodations must provide documentation of his/her disability
to the Disability Services counselor. For more information, visit Disability Services in the
Lightner Center, call 956-882-7374 or e-mail [email protected].