AQUINAS COLLEGESCHOOL OF EDUCATIONThe mission of the Aquinas College School of Education is to empower ourstudents to be capable, committed, and compassionate educators withintegrity.EN 543Graduate CourseLiteracy Instruction for Linguistically and Culturally DiverseLearnersLocation: Academic Building (AB) # 103Professor: Dr. Catherine TucciPhone: 616.459.8281 ext. 5437 616.732.4465 (school fax) 269.383.3931 (home) 269.383.3734 (home fax)Email: [email protected]: Browne Center #123Hours: Monday 2:00 - 6:00Wednesday 10:00 - 12:00Friday 10:00 - 2:00Required Texts for the CourseOpitz, M. F. (1998). Literacy Instruction for Culturally and Linguistically Diverse Students. Newark, DE: International Reading Association.Spangenberg-Urschat, K. & Pritchard, R. (Eds.). (1994). Kids Come In All Languages: Reading Instruction for ESL Students. Newark, DE: International Reading Association.NOVEL: The Circuit by Francisco Jiminez.Optional and RecommendedBrisk, M. E. & Harrington, M. M. (2000). Literacy and Bilingualism: A Handbook for ALL Teachers. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.Course DescriptionThis course focuses on learning how to create effective instruction for students who are linguistically and culturally diverse, and will focus on an in-depth reflection of teacher pedagogy and classroom-based research. Practical hands on ideas as well as theory will by covered. Effective integration of multicultural literature will also be addressed.Course GoalsEmphasis will be placed on the following goals:1. Demonstrate an awareness and understanding of instructional pedagogy for theculturally and linguistically diverse student;2. Help students to understand their own and others’ cultures, literacy abilities, andlanguage and the influence of these on teaching and learning;3. Be able to explain and design effective principles of instruction and assessment, andreflect upon the ways in which curriculum can be adapted for learner-centered understanding;4. Understand the role of multicultural literature in today’s society and its implicationfor instruction; and5. Participate individually and with others as knowledgeable, reflective, creative, andcritical members of a literacy community.Course ObjectivesPlease refer to the addendum of this syllabus. It has been created to reflect the Reading and Language Arts standards created by the Michigan Department of Education and approved by the State of Michigan Board of Education.Course Requirements1. Attendance and Participation (50 points per session = 250 points)It is mandatory that you attend each class and come ready to fully participate. We only meet 5 times and so it is an expectation that you are present at each session. Please be on time and ready to become involved with the tasks at hand. We meet September 7th and 28th, October 12th, November 9th, and December 7th.2. Jigsaw Organizers and/or Response Prompts (75 points each x 4 = 300points)The required reading will be handled in several different ways. Each sessionwill have a required organizer and/or response prompt which you will share with others in your group as well as turn in to me for evaluation.(A) FOR SESSION 2:¥ Kids Come in all Languages TextRead Introduction, Section 1 - Chapters 1, 2, 3 (pages 1 - 62)Response assignment: Write a typed one-two page open-ended response to the reading discussing points that caught your attention (12 point font, Times New Roman)¥ Literacy Instruction...Diverse Students TextRead Introduction, Part One: Awareness and Attitudes Toward Literacy p. 4A Good Place to Begin: Examining Our Personal Perspectives p. 8Part Two Intro, Principles of Instruction p. 50Response assignment: Write a typed two page open-ended response to the reading discussing points that caught your attention (12 point font, Times NewRoman)¥ JIGSAW WITH GROUP MEMBERSPart One: p. 21, 27, 39, 46Part Two: p. 53, 57, 64, 71, 81, 87Create summary organizer(s) of the articles that you read to give to your team partners when you explain about what you read.(B) FOR SESSION 3:¥ Literacy Instruction...Diverse Students TextRead Introduction, Part Three Enhancing Reading Instruction p. 91Part Four Intro, Using Writing to Develop Reading p. 146Part Five Intro, Selecting and Using Multicultural Literature p. 180Appendix: Check out the annotated bibliography p. 278Response assignment: Write a typed two page open-ended response to the reading discussing points that caught your attention (12 point font, Times New Roman)¥ JIGSAW WITH GROUP MEMBERSPart Three: p. 95, 102, 105, 115, 122, 127, 130, 136, 139Part Four: p. 150, 158, 161, 168, 173Part Five: p. 184, 198, 204, 213, 229, 241, 245, 258Create summary organizer(s) of the articles that you read to give to your team partners when you explain about what you read.FOR SESSION 4:¥ Kids Come in all Languages TextRead Section 2 - Chapters 4, 5, 6 (pages 64 - 131)Response assignment: Write a typed FOUR-FIVE page open-ended response to the reading discussing points that caught your attention (12 point font, Times New Roman)FOR SESSION 5:¥ Kids Come in all Languages TextRead Section 3 - Chapters 7, 8, 9 (pages 133 - 205)Read Conclusion, (p. 207 - 216)Response assignment: Write a typed FOUR-FIVE page open-ended response to the reading discussing points that caught your attention (12 point font, Times New Roman)3. Getting to Know Another Teacher (75 points)You are to observe and interview either an ELL teacher or a teacher who is considered to be an effective teacher of culturally diverse students. The observation will be written up, a teacher evaluation tool completed, and interview stems will be addressed.Due Session 2 - September 284. Assessment (75 points)There are several options for this assignment which is due November 9th.(a) Investigate the assessment system that your school district uses for incoming or current ELL students. Write up a brief description of the system followed by advantages and disadvantages of this particular system.OR(b) Administer the assessment tool that you school system uses. Analyze the results. Bring the assessments as well as your analysis (minus student names) to share with the class. Include the type of learning goals you would then write forthose students. Type a brief synopsis of what occurred. Bring all of this to presentat Session 4.OR(c) If you are presently no in a school system, you are to research the journals or other resources to find