EDRD 620RequiredOptionalCOURSE REQUIREMENTSUseful Foreign/Second Language WebsitesCOURSE SCHEDULEJan 27Feb 10Week # 3 – Teaching Reading Post-reading Strategies (ReaFeb 17Week # 4 – Reading Strategies // Authentic Tasks for DiFeb 24Week # 5 - Extensive ReadingMar 3Assignment Article # 9: (Adair-Hauck & Donato) The PACE MoMar 10Mar 17Incorporating The Theory of Multiple Intelligences in ReadinMar 31Guest Speaker: Raphael JenksApr 7MID TERM PROJECTS PRESENTEDApr 21Apr 28Work on Final ProjectMay 5Topics For In-Class Teaching DemonstrationsFeb 17 – Week # 4 (1) Pre-Reading StrategiesTeaching Reading & Writing inPLANNING PHASEThree Modes:Sample Lesson Plan continuedREFLECTION PHASEGUIDELINES FOR MID-TERM PROJECTResources For Teaching Reading and Writing in Foreign/SecondOption AEDRD 620 – Teaching Reading/Writing in Foreign/World LanguagGUIDELINES FOR FINAL PROJECTOption AOption BReading and Writing Activity PacketRubric – Option ARating3 Competent2 Minimal1 UnsatisfactoryRubric – Option B4 Outstanding3 Competent2 Minimal1 UnsatisfactoryMid Term Projects’ RubricsEDRD 620 TEACHING READING AND WRITING IN FOREIGN/WORLD LANGUAGES IN PK-12 SCHOOLS Spring 2005 Thursday 7:20-10:00 PM Mailing Address: Office: Robinson A-315 Dr. Marjorie Hall Haley Office hours: By Appointment Graduate School of Education Thursday 6:30 - 7:00 PM MSN 4B3 Tel: (703) 993-8710 George Mason University FAX (703) 993-3336 Fairfax, VA 22030 Email: [email protected] COURSE OUTLINE A. Course Description: This course provides an introduction to the reading/writing processes in foreign/second languages, research on reading comprehension, and effective teaching and assessment approaches for students in K-12 schools. Among the topics addressed are: reading goals and standards for foreign language learning; socio-cultural perspectives on reading and writing; multimedia computer-assisted reading; interaction between reading and writing; research on teaching reading and writing strategies; effective reading skills and strategies; and performance-based assessments of reading and writing. Texts: Required (1) Course Packet Reader – Special Topics in Education, EDRD 620, Teaching Reading/Writing in Foreign/World Languages K-12. Available in the Prince William campus Bookstore. Price = $23.87 (2) Required: CD Rom 50 Years of Northeast Conference Report – Price = $20 – Make checks payable to (Northeast Conf on the Teaching of Foreign Languages) NECTFL (3) ACTFL Performance Guidelines K-12 Learners: Reading and Writing – found at www.actfl.org (4) Subscribe (free!) On-line Journal, Reading in a Foreign Language http://nflrc.hawaii.edu/rfl (5) Teaching Foreign Languages (TFL) Library Web: www.learner.org Optional (1) Hall Haley, M. & Austin, T. (2004). Content-based second language teaching and learning: An interactive approach. Allyn & Bacon. Boston, MA. (2) Hall, Joan (2001). Methods of teaching foreign languages . New Jersey: Merill/Prentice Hall. CEHD Page 1 2/9/2005 1(3) Carrell, P. (1992). Interactive approaches to second language reading Cambridge University Press. B. Course Outcomes: Students completing EDRD 620 will .... 1. Be able to demonstrate ability to teach reading and writing in a foreign/second language using the reading goals and standards for K-12 2. Analyze recent research on the socio-cultural perspectives of reading/writing process for students in a foreign/second language 3. Describe developmental stages of reading/writing and suggest appropriate instructional techniques for each. 4. Use scaffolding approaches to teach pre-reading, during-reading, and post-reading strategies 5. Develop assessment activities for use in a foreign/second language reading/writing setting 6. Incorporate multimedia in computer assisted reading in foreign/second language classes Students will be expected to use a personal computer for preparing course requirements and teaching materials and for engaging in research through the Internet. Students are encouraged to attend any professional conferences in the Metro area. CCC... RRReeelllaatttiiiooonnnssshhhiiippp tttooo PPPrrroogggrrraaammm GGGoooaaalllsss aaannnddd PPPrrroofffeeesssssiiiooonnaaalll OOOrrrgggaaannniiizzzaaatttiiiooonnnsss aoosnCourse Student Outcomes (above) ACTFL/NCATE Standards Domain INTASC Principles 1 2c, 3b, 4a, 4b, 4c P7 2. 2a 3b P3 P4 3. 3a 3b P2 P3 4. 2c 3b 4a 4b 4c P2 P3 P4 P6 P7 5. 4b 4c 5a P8 6. 4c P6 Key: TESOL/NCATE Standards and Domains INTASC = Standards for Licensing Beginning Teachers, where P = principles 1. Knowledge base for teaching in the foreign/ second language classroom. Learn the fundamental concepts of the knowledge base pertaining to ESL, English as a second dialect, and the teaching of other second and foreign languages; second language acquisition, psycholinguistics, sociolinguistics, pragmatics, and language pedagogy. 2. Utilization of research. EDRD 597 students should be able to understand and critically evaluate second language learning theories and engage in systematic investigation of the knowledge base to inform their own or others teaching practices. 3. Classroom teaching. EDRD 597 students should be able to plan and manage a second language class effectively and be able to evaluate and selectively apply a range of teaching strategies as appropriate to their student’s needs and characteristics. For this purpose, they will need to be able to assess different teaching situations and changing CEHD Page 2 2/9/2005 2conditions in culturally and linguistically diverse classrooms, so as to select appropriate teaching procedures and adapt to teaching students with differing learning styles and cultural backgrounds. 4. Curriculum. Students will develop the skills needed to design, implement foreign/second language teaching strategies. The EDRD 620 relationship to National and State Standards include: The American Council on The Teaching of Foreign Languages Standards for Pre-K-12 Students Interstate New Teacher Assessment and Support Consortium (INTASC) Standards National Board for Professional Teaching Standards (NBPTS) Virginia Foreign Language Standards