AQUINAS COLLEGE 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 Location: Academic Building (AB) # 103 Professor: Dr. Catherine Tucci Phone: 616.459.8281 ext. 5437 616.732.4465 (school fax) 269.383.3931 (home) 269.383.3734 (home fax) Email: [email protected] Office: Browne Center #123 Hours: Monday 2:00 - 6:00 Wednesday 10:00 - 12:00 Friday 10:00 - 2:00 Required 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 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 GoalsEmphasis 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 7th and 28th, October 12th, November 9th, and December 7th. 2. Jigsaw Organizers and/or Response Prompts (75 points each 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: ¥ Kids Come in all Languages Text Read 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 Text Read Introduction, Part One: Awareness and Attitudes Toward Literacy p. 4 A Good Place to Begin: Examining Our Personal Perspectives p. 8 Part Two Intro, Principles of Instruction p. 50 Response 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 MEMBERS Part One: p. 21, 27, 39, 46 Part Two: p. 53, 57, 64, 71, 81, 87 Create 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 Text Read Introduction, Part Three Enhancing Reading Instruction p. 91 Part Four Intro, Using Writing to Develop Reading p. 146Part Five Intro, Selecting and Using Multicultural Literature p. 180 Appendix: Check out the annotated bibliography p. 278 Response 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 MEMBERS Part Three: p. 95, 102, 105, 115, 122, 127, 130, 136, 139 Part Four: p. 150, 158, 161, 168, 173 Part Five: p. 184, 198, 204, 213, 229, 241, 245, 258 Create 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 Text Read 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 Text Read 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 28 4. 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