AQUINASCOLLEGE SCHOOL OF EDUCATION The mission of the Aquinas College School of Education is to empower our students to be capable, committed: and compassionate educators with integrity. EN 543 Graduate Course Literacy Instruction for Linguistically and Culturally Diverse Learners Fall, 2003 Location: Academic Building (AB) # 103 Professor: Dr. Catherine Tucci Phone: 616.632.2433 616.732.4465 (school fax) 269.383.3931(home) 269.383.3734 (home fax -call first) Email: [email protected] Office: Browne Center #123 Hours: Tuesday 10:00- 3:00 Wednesday 10:00- 12:00 Friday 12:00- 3:00 Required Texts for the Course Faltis, C. J. (2001). Joinfostering; Teaching and Learning in Multilingual Classrooms (3rd Ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Garcia, G. (Ed.) (2003). English Learners; Reaching the Highest Level of English Literacy. Newark, DE: International Reading Association. Novel: The Circuit by Francisco Jiminez. Nonfiction: Barefoot Heart; Stories of a Migrant Child by Elva Trevino Hart Course Description This 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 Goals Emphasis will be placed on the following goals: 1. Demonstrate an awareness and understanding of instructional pedagogy for the culturally and linguistically diverse student; 2. Help students to understand their own and others' cultures, literacy abilities, and language and the influence of these on teaching and learning; 3. Be able to explain and design effective principles of instruction and assessment, and reflect 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 implication for instruction; and 5. Participate individually and with others as knowledgeable, reflective, creative, and critical members of a literacy community. Course Objectives Please 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 Requirements 1. 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 6th and 20th, October 11th, November 8th, and December 6th. 2. Jigsaw Organizers and/or Response Prompts (75 points x 4 = 300 points) The required reading will be handled in several different ways. Each session will 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: Joinfostering Text Read the Introduction and chapters 1 ,2 and 3. For each chapter write the three most important points for you as you read. After each point, fully explain why -provide for me the personal connection or rationale for its importance. English Learners Text SECTION ONE In groups of three, you will each choose 2 chapters to read from Section One (all 6 will get read then). After reading the chapter, create an organizer (web, outline...) so that you can explain what was in the chapter for the other members of your group. Make a copy of the organizer for each of the members of your group as well as a copy for me. (B) FOR SESSION 3: Joinfostering Text Read chapters 4, 5, 6 and 7. For chapters 4 and 5, again write the important points and rationale. For chapter 6, examine your own district/school's relationship with parents and the community. What are the areas of strength? What are your challenge areas? What ideas could you take from the text and implement? For chapter 7, complete the empowered/disabled continuum and provide an explanation for each section. English Learners Text SECTION TWO As before...1n groups of three, you will each choose 2 chapters to read from Section Two (a11 6 will get read then). After reading the chapter, create an organizer (web, outline...) so that you can explain what was in the chapter for the other members of your group. Make a copy of the organizer for each of the members of your group as well as a copy for me. (C) FOR SESSION 4: English Learners Text SECTION THREE As before, but in pairs... With a partner, you will each choose 2 chapters to read from Section Three (al1 4 will get read then). After reading the chapter, create an organizer (web, outline...) so that you can explain what was in the chapter for your partner. Make a copy of the organizer for each of the members of your group as well as a copy for me. 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 3 -October 114. Assessment (75 points) There are several options for this assignment which is due Session 5 -Dec 6th (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 and bring it to Session 5 to share. 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 for those students. Type a brief synopsis of what occurred. Bring all of this to present at Session 5. OR (c) If you are presently not in a school system, you are to research the journals or other resources to find what is currently out there on assessment of incoming or current ELL students. Briefly type up what you found including advantages and disadvantages, and bring it to Session 5 to share. 5. Literature Circles: The Circuit by Francisco Jiminez and Barefoot Heart by Elva