sistema universitario ana g. méndez school for …...(nouns, verbs, adjectives, adverbs), and...

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

EDUC 217

Teaching, Assessment and Remediation for Elementary School Writing

Instrucción, Evaluación y Remediación para la Escritura en Escuela Elemental

© Sistema Universitario Ana G. Méndez, 2012

Derechos Reservados

© Ana G. Méndez University System, 2012

All rights reserved

January 15, 2012.

EDUC 217 Teaching, Assessment and Remediation for Elementary School Writing 2

Updated 2/14/2011 Prof. Marta Gonzalez-Garcia, M.A. Ed.

Preparado con la colaboración de:

Nombre Especialista en Preparación de Módulos, Credencial Académica

Prof. Marta González-García, M.A. Ed.

Prof. Juanita Pérez, Evaluadora de Contenido

Jacqueline Centeno, Evaluadora de Idioma Inglés

Bárbaro Forteza, Evaluador de Idioma Español

Joe Hernández, Evaluador Diseño Instruccional



TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUIA DE ESTUDIO ...................................................................................................................... 4

STUDY GUIDE ............................................................................................................................ 38

TALLER UNO.............................................................................................................................. 73

WORKSHOP TWO ...................................................................................................................... 79

TALLER TRES ............................................................................................................................ 84

WORKSHOP FOUR .................................................................................................................... 88

TALLER CINCO/WORKSHOP FIVE ........................................................................................ 92

APPENDIX A: NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION ............................................................................................................................ 99

APPENDIX B - CLINICAL EXPERIENCE OBSERVATION TOOL ..................................... 104

APPENDIX C - CLINICAL EXPERIENCE OBSERVATION REPORT TEMPLATE .......... 116

APPENDIX D: THE WRITING PROCESS .............................................................................. 118

APÉNDICE E/APPENDIX E: CASE STUDY .......................................................................... 126

APÉNDICE F/APPENDIX F: HOJA DE AUTOEVALUACIÓN DEL ESTUDIANTE .......... 129

APÉNDICE G/APPENDIX G .................................................................................................... 130

APÉNDICE H/APPENDIX H .................................................................................................... 133

APÉNDICE I/APPENDIX I ....................................................................................................... 135

APÉNDICEJ/APPENDIX J ........................................................................................................ 137

APÉNDICE K/APPENDIX K .................................................................................................... 138



GUIA DE ESTUDIO

Título del Curso: Instrucción, evaluación y remediación de la escritura en la escuela

Elemental

Codificación: EDUC 217

Duración: 5 semanas

Prerrequisito: EDUC 221

Descripción:

Este curso va a preparar a los futuros maestros de cuarto a sexto grado en técnicas

básicas necesarias para el desarrollo de las destrezas de escritura, requeridas para escribir

ensayos persuasivos, expositivos y narrativos. Este curso combina teoría y práctica y

podrá desarrollar las destrezas necesarias para la enseñanza de la escritura, no sólo como

proceso pero también como herramienta para desarrollar el pensamiento cognitivo,

creativo y de lenguaje.

Este curso podrá preparar a los futuros maestros con teorías y estrategias para desarrollar

destrezas de escritura en los grados de cuarto a sexto. Durante este curso, los

participantes podrán examinar y practicar métodos de evaluación de la escritura.

Ejemplos de trabajos escritos de niños serán examinados para determinar su

entendimiento acerca de la escritura.

Objetivos de Contenido Generales

Al final del curso el estudiante será capaz de:

1. Diseñar y llevar a cabo de manera efectiva una lección de escritura incorporando

una variedad de elementos que tengan una implicación directa en el proceso de la



escritura.

2. Evaluar un trabajo escrito basado en una matriz valorativa.

3. Entender y guiar a los estudiantes a través del proceso de la escritura.

4. Tener conocimiento de los diferentes escritos literarios requeridos en los grados

de cuarto a sexto.

5. Identificar y evaluar resultados en el desarrollo de la escritura y sus implicaciones

en el salón de clases.

Objetivos de Lenguaje Generales

Al final del curso el estudiante será capaz de:

a. Escuchar: Escuchar y discutir información relacionada a los temas de cada taller en

conversaciones socializadas y paneles educativos.

b. Hablar: Utilizar efectivamente las destrezas de comunicación en discusiones de

grupo.

c. Leer: Utilizar el proceso de la lectura de manera efectiva mediante la

investigación.

d. Escribir: Aplicar las reglas gramaticales en ambos idiomas efectivamente en

todos los trabajos escritos.

Next Generation Sunshine State Standards:

Content Area: Writing

Standards:

Fourth Grade

» LA.4.3.1.1: The student will prewrite by generating ideas from multiple sources (e.g.,



text, brainstorming, graphic organizer, drawing, writer's notebook, group discussion)

based upon teacher-directed topics and personal interests;

» LA.4.3.1.2: The student will prewrite by determining the purpose (e.g., to entertain, to

inform, to communicate, to persuade) and the intended audience of a writing piece; and

» LA.4.3.1.3: The student will prewrite by organizing ideas using strategies and tools

(e.g., technology, graphic organizer, KWL chart, log) to make a plan for writing that

prioritizes ideas and addresses the main idea and logical sequence.

» LA.4.3.2.1: The student will draft writing by using a prewriting plan to focus on the

main idea with ample development of supporting details that shows an understanding of

facts and/or opinions;

» LA.4.3.2.2: The student will draft writing by organizing information into a logical

sequence and combining or deleting sentences to enhance clarity; and

» LA.4.3.2.3: The student will draft writing by creating interesting leads through the use

of quotations, questions, or descriptions.

» LA.4.3.3.1: The student will revise by evaluating the draft for development of ideas

and content, logical organization, voice (e.g., formal or informal), point of view, word

choice, and sentence variation;

» LA.4.3.3.2: The student will revise by creating clarity by deleting extraneous or

repetitious information and organizing and connecting related ideas (e.g., order of

importance, chronological order, compare/contrast, repetition of words for emphasis);

» LA.4.3.3.3: The student will revise by creating precision and interest by expressing

ideas vividly through varied language techniques (e.g., imagery, simile, metaphor,



sensory language) and modifying word choices using resources and reference materials

(e.g., dictionary, thesaurus); and

» LA.4.3.3.4: The student will revise by applying appropriate tools or strategies to

evaluate and refine the draft (e.g., peer review, checklists, rubrics).

» LA.4.3.4.1: The student will edit for correct use of spelling, using spelling rules,

orthographic patterns, and generalizations (e.g., r-controlled, diphthongs, consonant

digraphs, vowel digraphs, silent e, plural for words ending in y, doubling final consonant,

i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using

a dictionary, thesaurus, or other resources as necessary;

» LA.4.3.4.2: The student will edit for correct use of capitalization for proper nouns,

including titles used with someone's name, initials, and words used as names (e.g., Uncle

Jim, Mom, Dad, Jr.);

» LA.4.3.4.3: The student will edit for correct use of punctuation, including end

punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes

in singular possessives;

» LA.4.3.4.4: The student will edit for correct use of present and past verb tense, noun-

pronoun agreement, noun-verb agreement, subjective and objective pronouns,

demonstrative pronouns and conjunctions;

» LA.4.3.4.5: The student will edit for correct use of subject/verb and noun/pronoun

agreement in simple and compound sentences.

» LA.4.3.4.6: The student will edit for correct use of end punctuation for declarative,

interrogative, imperative, and exclamatory sentences.



» LA.4.3.5.1: The student will prepare writing using technology in a format appropriate

to audience and purpose (e.g., manuscript, multimedia);

» LA.4.3.5.2: The student will use elements of spacing and design to enhance the

appearance of the document and add graphics where appropriate;

Fifth Grade:


text, brainstorming, graphic organizer, drawing, writer's notebook, group discussion,

printed material) based upon teacher-directed topics and personal interests;


inform, to communicate, to persuade) and intended audience of a writing piece; and


(e.g., technology, graphic organizer, KWL chart, log).


main idea with ample development of supporting details, elaborating on organized

information using descriptive language, supporting details, and word choices appropriate

to the selected tone and mood;



» LA.5.3.2.3: The student will draft writing by creating interesting leads by studying the

leads of professional authors and experimenting with various types of leads (e.g., an

astonishing fact, a dramatic scene).




and content, logical organization, voice, point of view, word choice, and sentence

variation;

» LA.5.3.3.2: The student will revise by creating clarity and logic by deleting extraneous

or repetitious information and tightening plot or central idea through the use of sequential

organization, appropriate transitional phrases, and introductory phrases and clauses that

vary rhythm and sentence structure;


ideas vividly through varied language techniques (e.g., foreshadowing, imagery, simile,

metaphor, sensory language, connotation, denotation) and modifying word choices using

resources and reference materials (e.g., dictionary, thesaurus); and




orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and

knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other

resources as necessary;

» LA.5.3.4.2: The student will edit for correct use of capitalization, including literary

titles, nationalities, ethnicities, languages, religions, geographic names and places;

» LA.5.3.4.3: The student will edit for correct use of punctuation, including commas in

clauses, hyphens, and in cited sources, including quotations for exact words from

sources;

» LA.5.3.4.4: The student will edit for correct use of the four basic parts of speech



(nouns, verbs, adjectives, adverbs), and subjective, objective, and demonstrative

pronouns and singular and plural possessives of nouns; and






appearance of the document and add graphics where appropriate; and

» LA.5.3.5.3: The student will share the writing with the intended audience.

Sixth Grade

» LA.6.1.5.1: The student will adjust reading rate based on purpose, text difficulty, form,

and style.

» LA.6.1.6.1: The student will use new vocabulary that is introduced and taught directly;

» LA.6.1.6.2: The student will listen to, read, and discuss familiar and conceptually

challenging text;

» LA.6.1.6.3: The student will use context clues to determine meanings of unfamiliar

words;

» LA.6.1.6.4: The student will categorize key vocabulary and identify salient features;

» LA.6.1.6.5: The student will relate new vocabulary to familiar words;

» LA.6.1.6.6: The student will distinguish denotative and connotative meanings of



words;

» LA.6.1.6.7: The student will identify and understand the meaning of conceptually

advanced prefixes, suffixes, and root words;

» LA.6.1.6.8: The student will identify advanced word/phrase relationships and their

meanings;

» LA.6.1.6.9: The student will determine the correct meaning of words with multiple

meanings in context;

» LA.6.1.6.10: The student will determine meanings of words, pronunciation, parts of

speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and

digital tools; and

» LA.6.1.6.11: The student will identify the meaning of words and phrases derived from

Greek and Latin mythology (e.g., mercurial, Achilles' heel) and identify frequently used

words from other languages (e.g., laissez faire, croissant).

» LA.6.1.7.1: The student will use background knowledge of subject and related content

areas, pre-reading strategies, graphic representations, and knowledge of text structure to

make and confirm complex predictions of content, purpose, and organization of a reading

selection;

» LA.6.1.7.2: The student will analyze the authors purpose (e.g., to persuade, inform,

entertain, or explain) and perspective in a variety of texts and understand how they affect

meaning;

» LA.6.1.7.3: The student will determine the main idea or essential message in grade-

level text through inferring, paraphrasing, summarizing, and identifying relevant



details;

» LA.6.1.7.4: The student will identify cause-and-effect relationships in text;

» LA.6.1.7.5: The student will analyze a variety of text structures (e.g.,

comparison/contrast, cause/effect, chronological order, argument/support, lists) and text

features (main headings with subheadings) and explain their impact on meaning in text;

» LA.6.1.7.6: The student will analyze and evaluate similar themes or topics by different

authors across a variety of fiction and nonfiction selections;

» LA.6.1.7.7: The student will compare and contrast elements in multiple texts; and

» LA.6.1.7.8: The student will use strategies to repair comprehension of grade-

appropriate text when self-monitoring indicates confusion, including but not limited to

rereading, checking context clues, predicting, note-making, summarizing, using graphic

and semantic organizers, questioning, and clarifying by checking other sources.

ESOL Performance Standards:

Domain 4: ESOL Curriculum and Materials Development

Standard 1: Planning for Standards-Based Instruction of ELLs Teachers will know,

understand, and apply concepts, research, best practices, and evidenced-based strategies

to plan classroom instruction in a supportive learning environment for ELLs. The teacher

will plan for multilevel classrooms with learners from diverse backgrounds using a

standards-based ESOL curriculum.

Performance Indicators

4.1.a. Plan for integrated standards-based ESOL and language sensitive content

instruction.

4.1.b. Create supportive, accepting, student-centered classroom environments.



4.1.c. Plan differentiated learning experiences based on assessment of students’ English

and L1 proficiency and integrating ELLs’ cultural background knowledge, learning

styles, and prior formal educational experiences.

4.1.d. Plan learning tasks for particular needs of students with limited formal schooling

(LFS).

4.1.e. Plan for instruction that embeds assessment, includes scaffolding, and provides re-

teaching when necessary for individuals and small groups to successfully meet English

language and literacy learning objectives.

Standard 2: Instructional Resources and Technology Teachers will know, select, and

adapt a wide range of standards-based materials, resources, and technologies.


4.2.a. Select and adapt culturally responsive/sensitive, age-appropriate, and linguistically

accessible materials.

4.2.b. Select and adapt a variety of materials and other resources including L1 resources,

appropriate to ELLs’ developing English language and literacy.

4.2.c. Select technological resources (e.g., Web, software, computers, and related media)

to enhance instruction for ELLs of diverse backgrounds and at varying English

proficiency levels. Domain 5: Assessment (ESOL Testing and Evaluation)

Standard 1: Assessment Issues for ELLs Teachers will understand and apply

knowledge of assessment issues as they affect the learning of ELLs from diverse

backgrounds and at varying English proficiency levels. Examples include cultural and

linguistic bias; testing in two languages; sociopolitical and psychological factors; special

education testing and assessing giftedness; the importance of standards; the difference



between formative and summative assessment; and the difference between language

proficiency and other types of assessment (e.g., standardized achievement tests).

Teachers will also understand issues around accountability. This includes the

implications of standardized assessment as opposed to performance-based assessments,

and issues of accommodations in formal testing situations.


5.1.a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs

of diverse backgrounds and at varying English proficiency levels.

5.1.b. Identify a variety of assessment procedures appropriate for ELLs of diverse

backgrounds and at varying English proficiency levels.

5.1.c. Demonstrate an understanding of appropriate and valid language and literacy

assessments for ELLs of diverse backgrounds and at varying English proficiency levels.

5.1.d. Demonstrate understanding of the advantages and limitations of assessments,

including the array of accommodations allowed for ELLs of diverse backgrounds and at

varying English proficiency levels.

5.1.e. Distinguish among ELLs’ language differences, giftedness, and special education

needs.

Standard 2: Language Proficiency Assessment Teachers will appropriately use and

interpret a variety of language proficiency assessment instruments to meet district, state,

and federal guidelines, and to inform their instruction. Teachers will understand their

uses for identification, placement, and demonstration of language growth of ELLs from

diverse backgrounds and at varying English proficiency levels. Teachers will articulate

the appropriateness of ELL assessments to stakeholders.




5.2.a. Understand and implement district, state, and federal requirements for

identification, reclassification, and exit of ELLs from language support programs,

including requirements of the LULAC Consent Decree.

5.2.b. Identify and use a variety of assessment procedures for ELLs of diverse

backgrounds and varying English proficiency levels.

5.2.c. Use multiple sources of information to assess ELLs’ language and literacy skills

and communicative competence.

Standard 3: Classroom-Based Assessment for ELLs

Teachers will identify, develop, and use a variety of standards- and performance-based,

formative and summative assessment tools and techniques to inform instruction and

assess student learning. Teachers will understand their uses for identification, placement,

and demonstration of language growth of ELLs from diverse backgrounds and at varying

English proficiency levels. Teachers will articulate the appropriateness of ELL

assessments to stakeholders.


5.3.a. Use performance-based assessment tools and tasks that measure ELLs’ progress in

English language and literacy development.

5.3.b. Understand and use criterion-referenced assessments appropriately with ELLs

from diverse backgrounds and at varying English proficiency levels.

5.3.c. Use various tools and techniques to assess content-area learning (e.g., math,

science, social studies) for ELLs at varying levels of English language and literacy

development.



5.3.d. Prepare ELLs to use self- and peer-assessment techniques, when appropriate.

5.3.e. Assist Ells in developing necessary test-taking skills.

5.3. f. Assess ELLs’ language and literacy development in classroom settings using a

variety of authentic assessments, e.g., portfolios, checklists, and rubrics.

Florida Educator Accomplished Practices:

Accomplished Practice #1-Assessment

Competency: Uses assessment strategies (traditional and alternate)

to assist the continuous development of the learner.

Skill: Develops short and long term personal and professional goals relating to

assessment.

Accomplished Practice # 3- Continuous Improvement

Competency: Engages in continuous professional quality improvement for self and

School

Skill: Shows evidence of continuous reflection and improvement in her/his performance

in teaching/learning activities and in an increased capacity to facilitate learning for

all student.

Accomplished Practice # 8-Knowledge Subject Matter

Competency: Demonstrates knowledge and understanding of the subject matter

Skill: Communicates accurate knowledge of subject matter in a comprehensible manner

using language and style appropriate to the learner.



PROYECTO DE EXPERIENCIAS CLÍNICAS

Describa el Proyecto de Experiencia Clínica

Como parte del criterio de evaluación, se le exige al estudiante asistir a una escuela

elemental y observar por ocho (8) horas. Es requisito de este curso y del Taller Uno el

hacer contacto con el administrador de una escuela elemental, y presentar el documento

provisto en el Apéndice D como parte de las tareas del primer taller. El estudiante debe

indicar el nombre de la escuela, el nombre del administrador de la institución en la que se

llevará a cabo la observación, su número de teléfono y correo electrónico.

Durante las horas de observación, el estudiante tendrá una experiencia directa con el

proceso de enseñanza-aprendizaje en el sistema público de La Florida. Este curso hace

énfasis en el proceso de la enseñanza de la escritura, por lo tanto es obligatorio que se

observe una clase de Cuarto grado. El estudiante tendrá que completar una hoja de

observación, una entrevista al maestro observado y un estudio de caso basado en un caso

real de un estudiante mostrando rezago académico en el área de la escritura. Información

relacionada al estudiante debe ser discutida con el maestro observado durante la

entrevista y el estudio de caso completado en base a la información provista. Como

trabajo final, el estudiante tendrá la tarea de preparar un plan de lección dirigido a las

necesidades del estudiante con rezago académico Cada estudiante estará a cargo de

presentar oralmente un resumen de la observación, estudio de caso y plan de lección en el

Taller Cinco.

Reading Competencies:



Competency 1: Foundations in Language and Cognition

Has substantive knowledge of language structure and function and cognition for

each of the five major components of the reading process.

Indicators:

Indicator code Specific Indicator

1.A.1 Specific Indicator A: Phonemic Awareness Identify and apply basic concepts of phonology as they relate

to language development and reading performance (e.g.,

phonological process, inventory of phonemes, phonemic

awareness skills, phonemic analysis)*

1.A.2 Distinguish both phonological and phonemic differences in

language and their applications in written and oral discourse

patterns (e.g., language & dialect differences)*

1.B.1 Specific Indicator B: Phonics Identify structural patterns of words as they relate to reading

development and reading performance (e.g., inventory of

orthographic representations, syllable conventions; spellings of

prefixes, root words, affixes)*

1.B.2 Apply structural analysis to words (e.g., orthographic

analysis, spelling morphologies, advance phonics skills)

1.C.1 Specific Indicator C: Fluency

Identify the principles of reading fluency as they relate

to reading development

1.C.2 Understands the role of reading fluency in development

of the reading process

1.D.1 Specific Indicator D: Vocabulary Identify and apply principles of English morphology as

they relate to language acquisition (e.g., identify meanings

of morphemes, inflectional and derivational morphemes,

morphemic analysis)

1.D.2 Identify principles of semantics as they relate to

vocabulary development (e.g., antonyms, synonyms,

figurative language, etc.)

1. E. 1 Specific Indicator E: Comprehension



Identify principles of syntactic function as they relate to

language acquisition and reading development (e.g., phrase

structure, types of sentences, sentence manipulations)*

1. E. 2 Understands the impact of variations in written language

of different text structures on the construction of meaning

1. E. 3 Identify cognitive task levels and the role of cognitive

development in the construction of meaning of a variety of

texts (e.g., knowledge, comprehension, application,

analysis, synthesis, evaluation)

Competency 2: Foundation of Research-Based Practices

Understands the principles of scientifically based reading research as the

foundation of

comprehensive instruction that synchronizes and scaffolds each of the major

components

of the reading process toward student mastery.

Indicator code Specific Indicator Curriculum Study

Assignment

2.A Specific Indicator A: Phonemic

Awareness • Identify explicit, systematic

instructional plans for

scaffolding development of phonemic

analysis of the

sounds of words (e.g., phonemic

blending, segmentation,

etc.) *



2.B Specific Indicator B: Phonics • Identify explicit, systematic


scaffolding development from

emergent through

advanced phonics with words from

both informal and

academic language (e.g.,

orthographic skills, phonetic

and structural analysis: rules,

patterns, and

generalizations)

2.C Specific Indicator C: Fluency • Identify explicit, systematic


scaffolding fluency development and

reading endurance

(e.g., rereading, self-timing,

independent reading material,

reader’s theater, etc.)

2.D Specific Indicator D: Vocabulary • Identify explicit, systematic


scaffolding vocabulary and concept

development (e.g.,

common morphological roots,

morphemic analysis,

system of word relationships,

semantic mapping,

semantic analysis, analogies, etc.) 2.E Specific Indicator E: Comprehension

• Identify explicit, systematic instructional

plans for

scaffolding development of comprehension

skills and

Competency 3: Foundations of assessment

Understands the role of assessments in guiding reading instruction and



instructional decision making for reading progress of struggling readers.

Indicators:


3.1 Specific Indicators • Describe or recognize appropriate test formats and types

of test items for assessing the major elements of reading

growth: phonemic awareness, phonics, fluency,

vocabulary, and reading comprehension

3.2 • Understands the role of assessment in planning

instruction to meet student learning needs

3.3 • Interpret students’ formal and informal test results. R , E

3.4 • Identify measurement concepts and characteristics and

uses of norm-referenced and criterion-referenced

tests. R

3.5 • Understand the meaning of test reliability and validity,

and describe major types of derived scores from

standardized tests

3.6 • Demonstrate knowledge of the characteristics,

administration, and interpretation of both quantitative and

qualitative instructional assessments (to include each of

the following: screening, diagnosis, progress monitoring,

and outcome measures).

3.7 • Analyze data to identify trends that indicate adequate

progress in student reading development. E

3.8 • Understand how to use data to differentiate instruction (grouping,

strategies, Intensity of instruction)



3.9 • Understand how to interpret data with application of

instruction that matches students with appropriate level

of intensity of intervention (in whole class, small group,

one-to-one), with appropriate curricular materials, and

with appropriate

3.10

Identify appropriate criteria for selecting materials to include in

portfolios for monitoring student progress over time.

3.11

Identify interpretive issues that may arise when English language

tests are used to assess reading growth in LEP students*

.12

Identify reading assessment techniques appropriate for

diagnosing and monitoring reading progress of LEP students and

students with disabilities in the area of reading.



Competency 4: Foundations of Differentiation

Has broad knowledge of students from differing profiles, including students

including

students with disabilities and students from diverse populations.

Indicators:


4.1

� Identify the characteristics of both language and

cognitive development and their impact on reading

proficiency.

4.2

� Compare language, cognitive, and reading

acquisition of different age groups (primary,

intermediate, secondary levels) and abilities. *

4.3

� Identify language acquisition characteristics of

learners from mainstream, students with

exceptional needs, and diverse populations. *

4.4

� Identify stages of reading development for

diverse learners, including mainstream students,

LEP students, and students with disabilities in

reading.

4.5

� Identify common difficulties in development of

each of the major reading components.

4.6

� Understands specific appropriate reading

instructional accommodations for students with

exceptional needs and LEP students. E



4.7

� Identify principles of differentiating instruction

for all students in mainstream classes, including

students with disabilities in reading, and LEP

students. *

4.8

� Identify strategies effective and more skilled

readers use reading progress

Competency 5: Application of Differentiated Instruction

Has knowledge of effective, research-based instructional methodology to

prevent

reading difficulties and promote acceleration of reading progress for struggling

students, including students with disabilities and from diverse populations.

Indicators:


5.1

� Apply knowledge of scientifically based

reading research in each of the major reading

components as it applies to reading instruction

(phonemic awareness, phonics, vocabulary,

fluency, comprehension).

5.2

� Apply research-based practices and materials

for preventing and accelerating both language and

literacy development.

5.3

� Identify techniques for scaffolding instruction

for children having difficulty in each of the five

major components of reading growth

5.4

� Apply research-based instructional practices for

developing students’ phonemic awareness.



5.5


developing students’ phonics skills and word

recognition.

5.6


developing students’ reading fluency,

automaticity, and reading endurance.

5.7


developing both general and specialized content

area vocabulary .

5.8


developing students’ critical thinking skills

Competency 6: Demonstration and Accomplishment

Applies knowledge of reading development to reading instruction with

sufficient evidence of increased student reading proficiency for struggling

students, including students with disabilities and students from diverse

populations.

Indicators:


6.1 Specific Indicators: � Applies knowledge of language development,

literacy development, and



6.2

� Demonstrate knowledge of research-based

instructional practices for developing students’

phonemic awareness.

6.3


instructional practices for developing phonics

skills and word recognition.

6.4


instructional practices for developing reading

fluency, automaticity, and reading endurance.

6.5


practices for developing both general and

specialized content area vocabulary.

6.6


instructional practices for facilitating reading

comprehension

6.7

� Demonstrate knowledge of instruction to

facilitate students’ metacognitive efficiency in

reading.

Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,

Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben demostrar que

ellos han cumplido con 10 horas de uso en el laboratorio de lenguaje (inglés y español)

por curso. Esto iguala al uso del laboratorio de lenguaje por dos horas semanales para

cada idioma por taller. El facilitador podría requerir más horas de práctica basada en las



necesidades para las destrezas auditivas, orales, de lectura y escritura en cualquiera de los

lenguajes mencionados. El total de horas de práctica en el laboratorio de lenguaje o

E-Lab deben de estar integradas en la sección de actividades del módulo.

Descripción del Proceso de Evaluación: Debe de integrar el uso del laboratorio de

lenguaje o laboratorio de lenguaje electrónico en las rúbricas de evaluación. Las rúbricas

del lenguaje para escuchar, hablar, leer, y escribir se integran en el avalúo de los

estudiantes. Ver Apéndice A para las rúbricas a usarse. “Portfolio Performance

Assessment” tiene que ser uno de los instrumentos para evaluar el progreso lingüístico y

académico de los estudiantes. Debido a la naturaleza del modelo bilingüe instruccional,

el facilitador tiene que documentar que el estudiante está progresando hacia la meta de

dominar dos idiomas académicamente. El portfolio tiene que cumplir con los estándares

establecidos.

Trabajos por Taller

Los estudiantes tendrán asignados tareas en los talleres 1 al 5 para trabajar antes o

durante cada taller. Cada tarea tiene un valor de 10 puntos. Tareas no completadas

durante el taller correspondiente no serán aceptadas.

Auto-evaluación del estudiante

El estudiante debe completar una hoja de auto-evaluación en cada taller como aspecto

integral del proceso evaluativo de este curso. El propósito del mismo es el de reflexionar

acerca del proceso individual y personal de cada estudiante, además de proveer una

manera efectiva de comunicación con el facilitador. Cada hoja auto-evaluativa debe ser

entregada al final del taller, la que tiene un valor de 10 puntos (Apéndice E ).



Documento de E-Lab

Es requisito de este curso y de la institución el demostrar 20 horas de uso del laboratorio

virtual y de lenguaje.

(Apéndice I )

Diario Reflexivo

Los estudiantes escribirán un diario reflexivo al finalizar cada taller. El propósito es

el hacer una reflexión crítica y escribir sobre los conceptos, sentimientos y aptitudes

relacionadas al proceso de aprendizaje en el salón de clases. Las entradas no deben de

tener al menos tres párrafos por taller. El/La facilitador(a) proveerá el tema para

reflexionar. Esta tarea será llevada a cabo en el salón de clase. El estudiante recibirá un

máximo de diez puntos por cada entrada.

Laboratorio clínico

La visita y observación de un salón de clases es un requisito de este taller. El estudiante

debe contactar al administrador de la escuela pública de su preferencia para solicitar el

permiso de visitar un salón de clases durante un día (8 horas). El nombre, número de

teléfono y nombre de la escuela debe ser entregado al facilitador el primer día de clases

(Taller Uno). El documento debe ser firmado por el administrador a cargo. Como parte

del laboratorio clínico, los estudiantes deben cumplir con los siguientes requisitos:

Observar una clase de lectura en una escuela elemental y completar un documento

con observaciones.

Completar con una entrevista con el maestro observado

Preparar un análisis de caso con unos de los estudiantes con rezago académico del

grupo visitado.



Crear un plan de acción basado en el material cubierto en este curso.

Presentación oral en la cual el estudiante podrá compartir su experiencia con el

resto del grupo.

Plan de Lección (Escrito)

Los estudiantes prepararán un plan de lección de escritura cubriendo las áreas de

desarrollo establecidas por el Departamento de Educación del Estado de La Florida, y

basado en las necesidades del estudiante escogido para el estudio de caso. El plan de

lección será evaluado como trabajo escrito.

Presentación oral de lección de escritura

Los estudiantes estarán a cargo de presentar oralmente el plan de lección, incluyendo

todos los componentes de un bloque de instrucción de escritura, y utilizando los métodos

instruccionales estudiados en el curso. (Apéndice G)

Portafolio

El portafolio electrónico es un instrumento excelente para ser usado por usted, un futuro

maestro, como referencia para cuando se encuentre en un salón clases. El portafolio debe

ser completado en una carpeta Los indicadores para la preparación del portafolio han sido

incluidos en el Manual del Portafolio electrónico. Este será entregado por el facilitador.

Evaluación:

Asistencia………………………………………………………………………………10%

Participación en clase, trabajo en grupo y portafolio………………………………....20%

Asignaciones escritas, diarios reflexivos e informe escrito …………………………25%

Informe oral, debates y laboratorio de idiomas/laboratorio en línea..…………………25%



Proyecto Final/Experiencia

Clínica………………………………………………………….20%

Total ………………………………………………………..…………………………100

Escala Evaluativa:

A = 100% – 90% B = 89% – 80% C = 79%– 70% D = 69% – 60% F = 59% – 0%

Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo

Para los Textos Recomendados y Recursos utilice el estilo APA, versión 6. Incluya al

menos un libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/

La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la

Comisión de Educación Independiente de la Florida.

Libro(s)

Nation, I.S.P. (2009). Teaching Reading and Writing. New York:Taylor and Francis

ISBN9788481387643. $ 27.99

Libro(s) Electrónico(s)

Díaz, A. (2004). Escritura abordaje cognitivo. Mérida, Venezuela: Universidad de los

Andes (ULA). PN4783-G633eb

Gómez, F. (2008). Curso de iniciación a la escritura narrativa. España:Servicios de

Publicaciones Universidad de Alcalá.

Descripción de las Normas del Curso

http://bibliotecavirtualut.suagm.edu/



1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, el mismo está diseñado para

promover el desarrollo de cada estudiante como un profesional bilingüe. Cada

taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que el

curso se ofrece 50% en inglés y 50% en español. Para mantener un balance, el

módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,

dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Las

primeras dos horas son estrictamente en español y las últimas dos en inglés.

Los cursos de lenguaje deben ser desarrollados en el idioma correspondiente, en

inglés o en español, según aplique.

2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los

estudiantes sean sumamente organizados, enfocados y que se preparen antes de

cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para

desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje

disponibles en y fuera de la institución. Convertirse en un profesional bilingüe es

un proceso complejo y retador. Cada taller requiere un promedio de diez (10)

horas de preparación y en ocasiones requiere más para poder tener éxito

lingüístico y académico.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará

si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo



perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas:

(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional

además del trabajo que el estudiante tiene que reponer.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las

siguientes opciones:

a. Si es a dos talleres, el facilitador reducirá la nota existente en un

grado

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la

nota existente en dos grados.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee

una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.

6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia. Los estudiantes también recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se requiere que todo trabajo sea entregado al facilitador cumpla con

las reglas para citar apropiadamente o que esté parafraseado y citado dando



crédito al autor. Todo estudiante debe ser el autor de su propio trabajo. Todo

trabajo que sea plagiado, copiado o presente trazos del trabajo de otro estudiante o

autor será calificado con cero. El servicio de SafeAssign TM

de Blackboard será

utilizado por los facilitadores para verificar la autoría de los trabajos escritos de

los estudiantes. Es responsabilidad del estudiante el leer la política de plagio de

su universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del

Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto

implica que TODOS los trabajos tienen que ser originales y que para toda

referencia utilizada deberá indicarse la fuente, bien sea mediante citas o

bibliografía utilizando el estilo APA (6ª. Ed.).. No se tolerará el plagio y, en caso

de que se detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes

deben observar aquellas prácticas dirigidas a evitar incurrir en el plagio de

documentos y trabajos pues va en contra de la ética profesional.

8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de

estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la

primera clase. Es requisito que el facilitador discuta y entregue una copia de los

cambios a los estudiantes al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico de SUAGM, teléfonos, día y horario disponibles.



10. El uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y parientes no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM, al curso y a un adulto profesional.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el

módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de

búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada.

algunas de éstas son:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

http://www.chegg.com/ (alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/ (compra)

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/



Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de

índole profesional y que contengan las investigaciones más recientes del tópico del

módulo, de ser necesario.

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requirieran o desearan hacer una investigación, o la

administración de cuestionarios o entrevistas, éstos deberán

referirse a las normas y procedimientos de la Oficina de Cumplimiento y solicitar su

autorización. Para acceder a los formularios de la Oficina de Cumplimiento pueden

visitar este enlace:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios

que necesite. Además de los formularios el estudiante/facilitador puede encontrar

las instrucciones para la certificación en línea. Estas certificaciones incluyen:

Institutional Review Board (IRB), Health Information Portability Accounting Act

(HIPAA), y Responsibility Conduct for Research Act (RCR).

De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp



Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y Metodología Educativa

Este curso está basado en la filosofía educativa del Constructivismo. El

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,

reflexionando a través de nuestras experiencias, podemos construir nuestro propio

entendimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder entender nuevas

experiencias.

Como facilitadores, nuestro enfoque es el mantener una conexión entre los hechos

con las experiencias y fomentar un nuevo entendimiento en los estudiantes. También,

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

estudiantes y motivar a los mismos a analizar, interpretar, predecir información y

aplicarla a la vida diaria.

PRINCIPIOS DEL CONSTRUCTIVISMO:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.



2. Para construir “un significado” se requiere comprender todas las partes: globales y

específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto

del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios

en contexto y no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos

modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,

no sólo memorizar las contestaciones “correctas” y repetir el significado de otra

persona. Como la educación es intrínsecamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información sobre

la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



STUDY GUIDE

Course Title: Teaching, Assessment and Remediation for Elementary School Writing

Code: EDUC 217

Time Length: Five Weeks or as applicable

Pre-requisite: EDUC 221, ENGL 153

Description:

This course will prepare future teachers in fourth through sixth grades in basic techniques

needed to develop writing skills, required to write a persuasive, an expository or a

narrative essay among other literary styles. The course will combine theory and practice

and will develop in the future teacher the skills they will need to teach writing, not only

as a process, but also as a tool to develop cognitive thinking, creativity and language.

This course will prepare future teachers with theories and strategies to develop effective

writing skills in grades fourth through sixth. Throughout this course, participants will

examine and practice methods of assessing writing. Samples of children’s writing will be

examined to determine their understanding about writing.

General Content Objectives

1. Design and effectively deliver a writing lesson by incorporating a variety of elements that

have a direct implication of the writing process.

2. Assess a piece of writing based on a rubric and on alternative assessment.

3. Understand and guide the students through the writing process.

4. Have an awareness of the different literary writings requested in grades fourth through

six.

5. Identify and evaluate major findings on writing development and their implications in the

classroom setting.



General Language Objectives

a. Listening: Listen and discuss information related to the topics of each

workshop in socialized discussions and educational panels

b. Speaking: Use effective communication skills in group discussions.

c. Reading: Use the reading process effectively through the process of

research.

d. Writing: Apply grammatical rules appropriately in English and Spanish

to all written reports.

Next Generation Sunshine State Standards:

Content Area: Writing

Standards:

Fourth Grade


text, brainstorming, graphic organizer, drawing, writer's notebook, group discussion)

based upon teacher-directed topics and personal interests;


inform, to communicate, to persuade) and the intended audience of a writing piece; and


(e.g., technology, graphic organizer, KWL chart, log) to make a plan for writing that

prioritizes ideas and addresses the main idea and logical sequence.




main idea with ample development of supporting details that shows an understanding of

facts and/or opinions;



» LA.4.3.2.3: The student will draft writing by creating interesting leads through the use

of quotations, questions, or descriptions.


and content, logical organization, voice (e.g., formal or informal), point of view, word

choice, and sentence variation;

» LA.4.3.3.2: The student will revise by creating clarity by deleting extraneous or

repetitious information and organizing and connecting related ideas (e.g., order of

importance, chronological order, compare/contrast, repetition of words for emphasis);


ideas vividly through varied language techniques (e.g., imagery, simile, metaphor,

sensory language) and modifying word choices using resources and reference materials

(e.g., dictionary, thesaurus); and




orthographic patterns, and generalizations (e.g., r-controlled, diphthongs, consonant

digraphs, vowel digraphs, silent e, plural for words ending in y, doubling final consonant,

i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using



a dictionary, thesaurus, or other resources as necessary;

» LA.4.3.4.2: The student will edit for correct use of capitalization for proper nouns,

including titles used with someone's name, initials, and words used as names (e.g., Uncle

Jim, Mom, Dad, Jr.);

» LA.4.3.4.3: The student will edit for correct use of punctuation, including end

punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes

in singular possessives;

» LA.4.3.4.4: The student will edit for correct use of present and past verb tense, noun-

pronoun agreement, noun-verb agreement, subjective and objective pronouns,

demonstrative pronouns and conjunctions;



» LA.4.3.4.6: The student will edit for correct use of end punctuation for declarative,

interrogative, imperative, and exclamatory sentences.




appearance of the document and add graphics where appropriate;

Fifth Grade:


text, brainstorming, graphic organizer, drawing, writer's notebook, group discussion,

printed material) based upon teacher-directed topics and personal interests;




inform, to communicate, to persuade) and intended audience of a writing piece; and


(e.g., technology, graphic organizer, KWL chart, log).


main idea with ample development of supporting details, elaborating on organized

information using descriptive language, supporting details, and word choices appropriate

to the selected tone and mood;



» LA.5.3.2.3: The student will draft writing by creating interesting leads by studying the

leads of professional authors and experimenting with various types of leads (e.g., an

astonishing fact, a dramatic scene).


and content, logical organization, voice, point of view, word choice, and sentence

variation;

» LA.5.3.3.2: The student will revise by creating clarity and logic by deleting extraneous

or repetitious information and tightening plot or central idea through the use of sequential

organization, appropriate transitional phrases, and introductory phrases and clauses that

vary rhythm and sentence structure;


ideas vividly through varied language techniques (e.g., foreshadowing, imagery, simile,



metaphor, sensory language, connotation, denotation) and modifying word choices using

resources and reference materials (e.g., dictionary, thesaurus); and




orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and

knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other

resources as necessary;

» LA.5.3.4.2: The student will edit for correct use of capitalization, including literary

titles, nationalities, ethnicities, languages, religions, geographic names and places;

» LA.5.3.4.3: The student will edit for correct use of punctuation, including commas in

clauses, hyphens, and in cited sources, including quotations for exact words from

sources;

» LA.5.3.4.4: The student will edit for correct use of the four basic parts of speech

(nouns, verbs, adjectives, adverbs), and subjective, objective, and demonstrative

pronouns and singular and plural possessives of nouns; and






appearance of the document and add graphics where appropriate; and



» LA.5.3.5.3: The student will share the writing with the intended audience.

Sixth Grade

» LA.6.1.5.1: The student will adjust reading rate based on purpose, text difficulty, form,

and style.

» LA.6.1.6.1: The student will use new vocabulary that is introduced and taught directly;

» LA.6.1.6.2: The student will listen to, read, and discuss familiar and conceptually

challenging text;

» LA.6.1.6.3: The student will use context clues to determine meanings of unfamiliar

words;

» LA.6.1.6.4: The student will categorize key vocabulary and identify salient features;

» LA.6.1.6.5: The student will relate new vocabulary to familiar words;

» LA.6.1.6.6: The student will distinguish denotative and connotative meanings of

words;

» LA.6.1.6.7: The student will identify and understand the meaning of conceptually

advanced prefixes, suffixes, and root words;

» LA.6.1.6.8: The student will identify advanced word/phrase relationships and their

meanings;

» LA.6.1.6.9: The student will determine the correct meaning of words with multiple

meanings in context;

» LA.6.1.6.10: The student will determine meanings of words, pronunciation, parts of



speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and

digital tools; and

» LA.6.1.6.11: The student will identify the meaning of words and phrases derived from

Greek and Latin mythology (e.g., mercurial, Achilles' heel) and identify frequently used

words from other languages (e.g., laissez faire, croissant).

» LA.6.1.7.1: The student will use background knowledge of subject and related content

areas, prereading strategies, graphic representations, and knowledge of text structure to

make and confirm complex predictions of content, purpose, and organization of a reading

selection;

» LA.6.1.7.2: The student will analyze the authors purpose (e.g., to persuade, inform,

entertain, or explain) and perspective in a variety of texts and understand how they affect

meaning;

» LA.6.1.7.3: The student will determine the main idea or essential message in grade-

level text through inferring, paraphrasing, summarizing, and identifying relevant

details;

» LA.6.1.7.4: The student will identify cause-and-effect relationships in text;

» LA.6.1.7.5: The student will analyze a variety of text structures (e.g.,

comparison/contrast, cause/effect, chronological order, argument/support, lists) and text

features (main headings with subheadings) and explain their impact on meaning in text;

» LA.6.1.7.6: The student will analyze and evaluate similar themes or topics by different

authors across a variety of fiction and nonfiction selections;

» LA.6.1.7.7: The student will compare and contrast elements in multiple texts; and

» LA.6.1.7.8: The student will use strategies to repair comprehension of grade-



appropriate text when self-monitoring indicates confusion, including but not limited to

rereading, checking context clues, predicting, note-making, summarizing, using graphic

and semantic organizers, questioning, and clarifying by checking other sources.

ESOL Performance Standards:

Domain 4: ESOL Curriculum and Materials Development

Standard 1: Planning for Standards-Based Instruction of ELLs Teachers will know,

understand, and apply concepts, research, best practices, and evidenced-based strategies

to plan classroom instruction in a supportive learning environment for ELLs. The teacher

will plan for multilevel classrooms with learners from diverse backgrounds using a

standards-based ESOL curriculum.


4.1.a. Plan for integrated standards-based ESOL and language sensitive content

instruction.

4.1.b. Create supportive, accepting, student-centered classroom environments.

4.1.c. Plan differentiated learning experiences based on assessment of students’ English

and L1 proficiency and integrating ELLs’ cultural background knowledge, learning

styles, and prior formal educational experiences.

4.1.d. Plan learning tasks for particular needs of students with limited formal schooling

(LFS).

4.1.e. Plan for instruction that embeds assessment, includes scaffolding, and provides re-

teaching when necessary for individuals and small groups to successfully meet English

language and literacy learning objectives.



Standard 2: Instructional Resources and Technology Teachers will know, select, and

adapt a wide range of standards-based materials, resources, and technologies.


4.2.a. Select and adapt culturally responsive/sensitive, age-appropriate, and linguistically

accessible materials.

4.2.b. Select and adapt a variety of materials and other resources including L1 resources,

appropriate to ELLs’ developing English language and literacy.

4.2.c. Select technological resources (e.g., Web, software, computers, and related media)

to enhance instruction for ELLs of diverse backgrounds and at varying English

proficiency levels. Domain 5: Assessment (ESOL Testing and Evaluation)

Standard 1: Assessment Issues for ELLs Teachers will understand and apply

knowledge of assessment issues as they affect the learning of ELLs from diverse

backgrounds and at varying English proficiency levels. Examples include cultural and

linguistic bias; testing in two languages; sociopolitical and psychological factors; special

education testing and assessing giftedness; the importance of standards; the difference

between formative and summative assessment; and the difference between language

proficiency and other types of assessment (e.g., standardized achievement tests).

Teachers will also understand issues around accountability. This includes the

implications of standardized assessment as opposed to performance-based assessments,

and issues of accommodations in formal testing situations.


5.1.a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs

of diverse backgrounds and at varying English proficiency levels.



5.1.b. Identify a variety of assessment procedures appropriate for ELLs of diverse

backgrounds and at varying English proficiency levels.

5.1.c. Demonstrate an understanding of appropriate and valid language and literacy

assessments for ELLs of diverse backgrounds and at varying English proficiency levels.

5.1.d. Demonstrate understanding of the advantages and limitations of assessments,

including the array of accommodations allowed for ELLs of diverse backgrounds and at

varying English proficiency levels.

5.1.e. Distinguish among ELLs’ language differences, giftedness, and special education

needs.

Standard 2: Language Proficiency Assessment Teachers will appropriately use and

interpret a variety of language proficiency assessment instruments to meet district, state,

and federal guidelines, and to inform their instruction. Teachers will understand their

uses for identification, placement, and demonstration of language growth of ELLs from

diverse backgrounds and at varying English proficiency levels. Teachers will articulate

the appropriateness of ELL assessments to stakeholders.


5.2.a. Understand and implement district, state, and federal requirements for

identification, reclassification, and exit of ELLs from language support programs,

including requirements of the LULAC Consent Decree.

5.2.b. Identify and use a variety of assessment procedures for ELLs of diverse

backgrounds and varying English proficiency levels.

5.2.c. Use multiple sources of information to assess ELLs’ language and literacy skills

and communicative competence.



Standard 3: Classroom-Based Assessment for ELLs

Teachers will identify, develop, and use a variety of standards- and performance-based,

formative and summative assessment tools and techniques to inform instruction and

assess student learning. Teachers will understand their uses for identification, placement,

and demonstration of language growth of ELLs from diverse backgrounds and at varying

English proficiency levels. Teachers will articulate the appropriateness of ELL

assessments to stakeholders.


5.3.a. Use performance-based assessment tools and tasks that measure ELLs’ progress in

English language and literacy development.

5.3.b. Understand and use criterion-referenced assessments appropriately with ELLs

from diverse backgrounds and at varying English proficiency levels.

5.3.c. Use various tools and techniques to assess content-area learning (e.g., math,

science, social studies) for ELLs at varying levels of English language and literacy

development.

5.3.d. Prepare ELLs to use self- and peer-assessment techniques, when appropriate.

5.3.e. Assist Ells in developing necessary test-taking skills.

5.3. f. Assess ELLs’ language and literacy development in classroom settings using a

variety of authentic assessments, e.g., portfolios, checklists, and rubrics.



Florida Educator Accomplished Practices:

Accomplished Practice #1-Assessment

Competency: Uses assessment strategies (traditional and alternate)

to assist the continuous development of the learner.

Skill: Develops short and long term personal and professional goals relating to

assessment.

Accomplished Practice # 3- Continuous Improvement

Competency: Engages in continuous professional quality improvement for self and

School

Skill: Shows evidence of continuous reflection and improvement in her/his performance

in teaching/learning activities and in an increased capacity to facilitate learning for

all student.

Accomplished Practice # 8-Knowledge Subject Matter

Competency: Demonstrates knowledge and understanding of the subject matter

Skill: Communicates accurate knowledge of subject matter in a comprehensible manner

using language and style appropriate to the learner.

Reading Competencies:

Competency 1: Foundations in Language and Cognition

Has substantive knowledge of language structure and function and cognition for

each of the five major components of the reading process.



Indicators:


1.A.1 Specific Indicator A: Phonemic Awareness Identify and apply basic concepts of phonology as they relate

to language development and reading performance (e.g.,

phonological process, inventory of phonemes, phonemic

awareness skills, phonemic analysis)*

1.A.2 Distinguish both phonological and phonemic differences in

language and their applications in written and oral discourse

patterns (e.g., language & dialect differences)*

1.B.1 Specific Indicator B: Phonics Identify structural patterns of words as they relate to reading

development and reading performance (e.g., inventory of

orthographic representations, syllable conventions; spellings of

prefixes, root words, affixes)*

1.B.2 Apply structural analysis to words (e.g., orthographic

analysis, spelling morphologies, advance phonics skills)

1.C.1 Specific Indicator C: Fluency

Identify the principles of reading fluency as they relate

to reading development

1.C.2 Understands the role of reading fluency in development

of the reading process

1.D.1 Specific Indicator D: Vocabulary Identify and apply principles of English morphology as

they relate to language acquisition (e.g., identify meanings

of morphemes, inflectional and derivational morphemes,

morphemic analysis)

1.D.2 Identify principles of semantics as they relate to

vocabulary development (e.g., antonyms, synonyms,

figurative language, etc.)

1. E. 1 Specific Indicator E: Comprehension Identify principles of syntactic function as they relate to

language acquisition and reading development (e.g., phrase

structure, types of sentences, sentence manipulations)*

1. E. 2 Understands the impact of variations in written language



of different text structures on the construction of meaning

1. E. 3 Identify cognitive task levels and the role of cognitive

development in the construction of meaning of a variety of

texts (e.g., knowledge, comprehension, application,

analysis, synthesis, evaluation)

Competency 2: Foundation of Research-Based Practices

Understands the principles of scientifically based reading research as the

foundation of comprehensive instruction that synchronizes and scaffolds each of

the major components of the reading process toward student mastery.

Indicator code Specific Indicator Curriculum Study

Assignment

2.A Specific Indicator A: Phonemic

Awareness • Identify explicit, systematic


scaffolding development of phonemic

analysis of the

sounds of words (e.g., phonemic

blending, segmentation,

etc.) *

2.B Specific Indicator B: Phonics • Identify explicit, systematic


scaffolding development from

emergent through

advanced phonics with words from

both informal and

academic language (e.g.,

orthographic skills, phonetic

and structural analysis: rules,

patterns, and

generalizations)



2.C Specific Indicator C: Fluency • Identify explicit, systematic


scaffolding fluency development and

reading endurance

(e.g., rereading, self-timing,

independent reading material,

reader’s theater, etc.)

2.D Specific Indicator D: Vocabulary • Identify explicit, systematic


scaffolding vocabulary and concept

development (e.g.,

common morphological roots,

morphemic analysis,

system of word relationships,

semantic mapping,

semantic analysis, analogies, etc.) 2.E Specific Indicator E: Comprehension

• Identify explicit, systematic instructional

plans for

scaffolding development of comprehension

skills and

Competency 3: Foundations of assessment

Understands the role of assessments in guiding reading instruction and

instructional decision making for reading progress of struggling readers.

Indicators:


3.1 Specific Indicators • Describe or recognize appropriate test formats and types

of test items for assessing the major elements of reading

growth: phonemic awareness, phonics, fluency,

vocabulary, and reading comprehension

3.2 • Understands the role of assessment in planning

instruction to meet student learning needs

3.3 • Interpret students’ formal and informal test results. R , E



3.4 • Identify measurement concepts and characteristics and

uses of norm-referenced and criterion-referenced

tests. R

3.5 • Understand the meaning of test reliability and validity,

and describe major types of derived scores from

standardized tests

3.6 • Demonstrate knowledge of the characteristics,

administration, and interpretation of both quantitative and

qualitative instructional assessments (to include each of

the following: screening, diagnosis, progress monitoring,

and outcome measures).

3.7 • Analyze data to identify trends that indicate adequate

progress in student reading development. E

3.8 • Understand how to use data to differentiate instruction (grouping,

strategies, Intensity of instruction)

3.9 • Understand how to interpret data with application of

instruction that matches students with appropriate level

of intensity of intervention (in whole class, small group,

one-to-one), with appropriate curricular materials, and

with appropriate

3.10

Identify appropriate criteria for selecting materials to include in

portfolios for monitoring student progress over time.

3.11

Identify interpretive issues that may arise when English language

tests are used to assess reading growth in LEP students*

.12

Identify reading assessment techniques appropriate for

diagnosing and monitoring reading progress of LEP students and

students with disabilities in the area of reading.



Competency 4: Foundations of Differentiation

Has broad knowledge of students from differing profiles, including students

including students with disabilities and students from diverse populations.

Indicators:


4.1

� Identify the characteristics of both language and

cognitive development and their impact on reading

proficiency.

4.2

� Compare language, cognitive, and reading

acquisition of different age groups (primary,

intermediate, secondary levels) and abilities. *

4.3

� Identify language acquisition characteristics of

learners from mainstream, students with

exceptional needs, and diverse populations. *

4.4

� Identify stages of reading development for

diverse learners, including mainstream students,

LEP students, and students with disabilities in

reading.

4.5

� Identify common difficulties in development of

each of the major reading components.

4.6

� Understands specific appropriate reading

instructional accommodations for students with

exceptional needs and LEP students. E

4.7

� Identify principles of differentiating instruction

for all students in mainstream classes, including

students with disabilities in reading, and LEP

students. *



4.8

� Identify strategies effective and more skilled

readers use reading progress

Competency 5: Application of Differentiated Instruction

Has knowledge of effective, research-based instructional methodology to

prevent

reading difficulties and promote acceleration of reading progress for struggling

students, including students with disabilities and from diverse populations.

Indicators:


5.1

� Apply knowledge of scientifically based

reading research in each of the major reading

components as it applies to reading instruction

(phonemic awareness, phonics, vocabulary,

fluency, comprehension).

5.2

� Apply research-based practices and materials

for preventing and accelerating both language and

literacy development.

5.3

� Identify techniques for scaffolding instruction

for children having difficulty in each of the five

major components of reading growth

5.4


developing students’ phonemic awareness.



5.5


developing students’ phonics skills and word

recognition.

5.6


developing students’ reading fluency,

automaticity, and reading endurance.

5.7


developing both general and specialized content

area vocabulary .

5.8


developing students’ critical thinking skills

Competency 6: Demonstration and Accomplishment

Applies knowledge of reading development to reading instruction with

sufficient evidence of increased student reading proficiency for struggling

students, including students with disabilities and students from diverse

populations.

Indicators:


6.1 Specific Indicators: � Applies knowledge of language development,

literacy development, and

6.2


instructional practices for developing students’

phonemic awareness.



6.3


instructional practices for developing phonics

skills and word recognition.

6.4


instructional practices for developing reading

fluency, automaticity, and reading endurance.

6.5


practices for developing both general and

specialized content area vocabulary.

6.6


instructional practices for facilitating reading

comprehension

6.7

� Demonstrate knowledge of instruction to

facilitate students’ metacognitive efficiency in

reading.



CLINICAL EXPERIENCE PROJECT

PROJECT DESCRIPTION

The student as part of the evaluation criteria is required to attend a minimum of 8 hours

of observation in an elementary school. It is a requirement of this course and of

Workshop One to make contact with the administrator of an elementary school and to

present the document provided in Appendix D as part of the assignments for Workshop

One. The document should indicate the name of the school, name, phone number, and e-

mail of the school administrator in which the observation will be conducted.

During the hours of observation, the students will have a direct experience with the

teaching and learning process in the Florida public system. This course makes emphasis

in the process of teaching writing, so it is mandatory to observe a Fourth Grade class.

The student will need to complete an observation, an interview with the teacher observed,

and a study case based on a real example of a student struggling in the area of writing.

Information related to the students must be discussed during the interview with the

teacher and the case study based on the information provided. The student will complete

a final assignment (lesson plan) addressing the child’s academic needs. The documents

required have been included in Appendix D. Each student will present a summary of the

observations, case study, and lesson plan in Workshop Five.



E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual

Library, & Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that they have

complied with 10 hours of language lab or E-Lab usage for each language (English and

Spanish) per course. This equates to the use of the language lab or E-Lab for two hours

weekly for each language per workshop. The facilitator may require a higher number of

hours for language lab practice based on the language needs for listening, speaking,

reading, and writing skills in either or both languages. The total amount of language lab

or E-Lab hours is integrated in the activities for each workshop in the module.

Description of the Evaluation Process

Scale:

100-90 A, 89-80 B, 79-70 C, 69-60 , D 59-00

Description of the Evaluation Process

Criteria Workshops Value Percentage

Assignments per

workshop

Workshop 1 (30 points)

Definitions

Graphic Organizer

Descriptive Table


Definitions

Teaching Methods

Graphic Organizers

100 14%




Definitions

Writing style

List of transition

words


List of writing skills


Teaching strategies

Self-evaluations Talleres 1-5 50 8%

Worksheet with

hours of language

and E-Lab

Talleres 1-5 50 8%

Reflective Diary Talleres 1-5 100 14%

Clinical Lab

(Written Report)

Taller 5 100 14%

Plan de lección

(Trabajo escrito)

Workshop 5 100 14%

Oral Presentation of

writing lesson

Workshop 5 100 14%

Portfolio Workshop 5 100 14%



700 100%

Assignments per Workshop

The students will have assignments in workshops 1 to 4 that will need to be completed or

during the workshop. Each assignment has a value of 10 points. Assignments not

completed or turned in during the corresponding workshop won’t be accepted at a later

date.

Student’s Self-assessment

The student will complete an auto-evaluation as an integral aspect in the evaluation

process of this course. The purpose of this document is to provide and effective way of

communicating with the facilitator. Each auto-evaluation should be turn in at the end of

each workshop. Each has a value of 10 points.(Appendix E)

E-Lab Format

It is a requirement of this course, as well as of the institution, to complete 20 hours of

virtual and language laboratory. In this course it is required to use the resources of the

virtual laboratory and any of the language labs 2 hours a week per language (2.0 in

Spanish and 2.0 in English), for a total of 20 hours per workshop (Appendix I)

Reflective Diary

The students will write a reflective diary at the end of each workshop. The purpose is to

be able to make a critical reflection of concepts, feelings and attitudes related to the

process of learning in the classroom. The reflective diary should not be less than 3



paragraphs. The facilitator will provide the topics to reflect on. This assignment should

be completed in the classroom. It has a value of 10 points each. (Appendix H)

Clinical Observation

The visit and observation of a classroom is a requirement of this course. The student

must contact the administrator of the school of his/her preference to request permission to

observe a classroom for a day (7.5 hours). The name of the school, administrator, and

phone number should be submitted on the first day of class (Workshop 1). The document

must be signed by the administrator in charge. (Appendix B). The student as part of the

clinical laboratory should complete the following requirements:

Observe a reading class in an elementary school and complete a document with

your observations.(Appendix B)

Conduct an interview with the teacher using the document provided on Appendix

C.

Prepare a case study using one of the students observe showing difficulties in

reading. (Appendix D)

Create an action plan based on all the information learned in this workshop.

Orally present the clinical laboratory experience to peers on workshop five.

(Appendix G)

Lesson Plan

The students will write a writing lesson plan meeting the areas of development as already

established by the Department of Education and based on the student they completed the

case study on. The lesson plan will be evaluated as a written report. (Appendixes R-F )



Oral presentation of Writing Lesson

The students will orally present their lesson plan about writing, including all the

components of a writing block and using the instructional methods studied in class.

(Appendix G)

Portfolio

The portfolio is an excellent tool to be used by you, a future teacher, as a reference when

teaching in a real classroom setting. The portfolio must be completed in a binder and in

digital version (e-portfolio). Guidelines to prepare the portfolio have been included in

Appendix J.



Requirements for the Use of APA (version 6) for Citations of Textbooks

For Recommended Texts and Resources, Use APA style version 6. Include at least ONE

e-book from the Virtual Library at http://bibliotecavirtualut.suagm.edu/

Textbooks must have a publication date of 5 years as required by the Florida

Commission of Independent Learning.

Book(s)

Nation, I.S.P. (2009). Teaching Reading and Writing. Taylor and Francis. New York.

ISBN9788481387643. $ 27.99

E-Book (s)

Diaz, A. (2004). Escritura abordaje cognitivo. Universidad de los Andes (ULA)

PN4783-G633eb

Gomez, F. (2008). Curso de iniciación a la escritura narrativa. Servicios de

Publicaciones Universidad de Alcalá. España.




Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based

Dual Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

either English or Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified for the workshop. The

language used in each workshop needs to be alternated to insure that 50% of the

course is conducted in English and 50% in Spanish. To maintain this balance, the

course module will indicate that both languages must be used during the fifth

workshop, dividing the workshop activities between the two languages. The first two

hours will be in Spanish and the last two hours in English. The 50/50 model does

not apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated and dual language format. This requires

that students prepare in advance for each workshop according to the course module.

Students must be structured, organized, committed, and focused to ensure linguistic

and academic success. In order to achieve proficiency expectations in English and in

Spanish, the student must strive to take advantage of all language resources in the

university and in their community since becoming a dual language professional is a

complex and challenging task. Each workshop requires an average of ten hours of

preparation, but could require more.



3. Attendance to all class sessions is mandatory. A student who is absent to a workshop

must present a reasonable excuse to the facilitator who in turn will evaluate the reason

for the absence. If it is justified, the facilitator will decide how the student will make

up the missing work, if applicable. The facilitator will decide on the following: allow

the student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and/or make-up work.

4. If a student is absent to more than one workshop, the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade

level based on the student’s existing grade.

b. If the student misses three workshops, the facilitator may lower two

grade levels based on the student’s existing grade.

5. Student attendance and participation in oral presentations and special class activities

are extremely important as it is not possible to assure that they can be made up. If the

student provides a valid and verifiable excuse, the facilitator may determine a

substitute evaluation activity if he/she understands that an equivalent activity is

possible. This activity must include the same content and language components as the

oral presentation or special activity that was missed.



6. In cooperative learning activities, the group will be assessed for their final work as a

group. However, each member will have to collaborate to assure the success of the

group. Students will also receive an individual grade for their work.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own.

SafeAssignTM

, a Blackboard plagiarism deterrent service, will be used by the

facilitators to verify students’ ownership of written assignments. It is the

student’s responsibility to read the university’s plagiarism policy. If you are a UT

student, read Section 11.1 of the Student Manual, and if you belong to UMET or

UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This

means that ALL papers submitted by the student must be original work, and that all

references used will be properly cited or mentioned in the bibliography. Plagiarism

will not be tolerated and, in case of detecting an incidence, the student will obtain a

zero in the assignment or activity and could be referred to the Discipline Committee.

8. In order for the Facilitator to make changes to activities and the study guide, the

Faculty and Curriculum Director must approve such changes before the first day of

class. The Facilitator must discuss the approved changes with students in the first

class workshop. A written copy of the changes must also be provided to students at

the beginning of the first workshop.



9. The facilitator will establish a means of contacting students by providing the SUAGM

e-mail address, phone number, hours to be contacted, and days available.

10. The use of cellular phones is prohibited during sessions; if there is a need to have one,

it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior at the university

community established by the institution, and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, notify the

facilitator immediately but do not stop your investigation. There are many search engines

and other links you can use to search for information. These are some examples:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


To buy or rent new or used textbooks or references you can visit:

http://www.chegg.com/ (rent)

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/



The facilitator may make changes or add additional challenging, research-based, and

professional educational Web Resources, if deemed necessary to reflect current trends in

the course topics.

RESEARCH LAW COMPLIANCE REQUIREMENT:

If the facilitator or the student is required, or wants to perform a research, or needs

to administer a questionnaire or an interview individuals, he/she must comply with

the norms and procedures of the Institutional Review Board Office (IRB) and ask

for authorization. To access the forms from the IRB Office or for additional

information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this Web site the student/facilitator will find instructions for

several online certifications related to IRB processes. These certifications include:

IRB Institutional Review Board, Health Information Portability Accounting Act

(HIPAA), and the Responsibility Conduct for Research Act (RCR).

If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp



Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of Constructivism.

Constructivism is an educational philosophy founded on the premise that, by reflecting

on our experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make

sense of our experiences. Learning, therefore, is simply the process of adjusting our

mental models to accommodate new experiences.

One of the main goals facilitators have is assisting students in making connections

between their prior knowledge of facts, and fostering new understanding that is relevant

to real live experiences. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret, and predict information.

CONSTRUCTIVISM GUIDING PRINCIPLES:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be

understood in the context of “wholes”. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world, and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is



to make assessment part of the learning process, thus ensuring that it provides

students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives

of the world.

7. Learning should be internally controlled and mediated by the learner.



TALLER UNO

Objetivos específicos de contenido:

1. Crear definiciones propias para los términos relacionados al taller.

2. Analizar las etapas de desarrollo de la escritura.

3. Describir las 5 etapas de la escritura y discutir métodos para enseñar las mismas en

la escuela elemental.

Objetivos específicos de lenguaje:

1. Escuchar: Escuchar la discusión de panel en grupo y comprender los aspectos

más importantes que afectan el desarrollo de la escritura, especialmente en la

adquisición de un segundo idioma.

2. Hablar: Participar en el panel de discusión de grupo acerca de las etapas de

desarrollo de la escritura y explicar cómo estas etapas de desarrollo se pueden aplicar a

los niños que están aprendiendo un segundo idioma.

3. Leer: Leer acerca de las etapas de desarrollo de la escritura utilizando los recursos

disponibles en la biblioteca virtual para investigar el desarrollo de la escritura y su

transferencia en la adquisición de un segundo idioma..

4. Escribir: Preparar por escrito un organizador gráfico indicando las etapas del

proceso de la lectura

Enlaces electrónicos:

Biblioteca Virtual


Teoría de Escritura

http://www.members.tripod.com/supergirrl/writing_theory.html

30 Ideas para la enseñanza de la escritura

http://www.nwp.org/cs/public/print/resource/922

Enseñanza que hace sentido


http://www.members.tripod.com/supergirrl/writing_theory.html

http://www.nwp.org/cs/public/print/resource/922



http://www.ttms.org/

Formas de escribir

http://www.design-your-homeschool.com/how-to-teach-writing.html#list

Etapas de desarrollo de a escritura

http://www.sedubois.k12.in.us/~jblackgrove/stages_of_writing.htm

http://www.learningtowrite.ecsd.net/stages%20of%20writing.htm

Etapas del proceso de la escritura

http://www.ncrel.org/sdrs/areas/issues/methods/instrctn/in5lk11-1.htm

http://www.eduteka.org/ProcesoEscritura1.php

Asignaciones antes del taller:

1. Buscar información sobre los términos incluidos en la sección de vocabulario clave

utilizando los recursos disponibles de la biblioteca virtual y escribir una definición propia

de cada uno utilizando correctamente las reglas de ortografía en español.

2. Buscar información sobre las etapas de desarrollo de la escritura utilizando el internet o

libros relacionados al tema. Preparar una tabla descriptiva explicando cada una de las

etapas. Analizar cómo estas etapas de desarrollo se pueden aplicar a niños aprendiendo

un segundo idioma y su proceso de aprender a escribirlo. Venga preparado a discutir su

opinión en clase en un panel educativo.

3. Preparar un organizador gráfico indicando las etapas del proceso de la lectura. Escribe

una oración en la que expliques cada una. Las etapas del proceso de escribir son

diferentes a las etapas del desarrollo de la escritura. Las mismas indican los pasos a

seguir para escribir un reporte, ensayo, etc.

4. Hacer contacto con una escuela elemental para el requisito de laboratorio clínico de los

próximos talleres. Es requisito el traer el nombre de la escuela y contacto en el primer

taller.(Apéndice)

5. Comenzar a organizar el portafolio electrónico.

http://www.ttms.org/

http://www.design-your-homeschool.com/how-to-teach-writing.html#list

http://www.sedubois.k12.in.us/~jblackgrove/stages_of_writing.htm

http://www.learningtowrite.ecsd.net/stages%20of%20writing.htm

http://www.ncrel.org/sdrs/areas/issues/methods/instrctn/in5lk11-1.htm

http://www.eduteka.org/ProcesoEscritura1.php



Vocabulario clave de la lección:

1. Pre-escritura

2. Borrador

3. Revisión

4. Corrección

5. Publicación

Lista de materiales suplementarios para el taller: Díaz, A. (2004). Escritura abordaje

cognitivo. Mérida, Venezuela: Universidad de los Andes (ULA)

Ejemplos de varios trabajos escritos por estudiantes de educación primaria y English

Language Learners (ELL).



Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una

marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el

taller.

B. Andamiaje

_X_ Modelaje

_X_ Práctica Dirigida

_X_ Práctica Independiente

_X_ Instrucción

Comprensible

C. Opciones para Agrupamiento

_X_ Grupo Completo

_X_ Grupos Pequeños

___ Pares

_X_ Trabajo Independiente

D. Integración del Proceso

_X_ Escuchar

_X_ Hablar

_X_ Leer

_X_ Escribir

E. Aplicación

_X_ Actividades Dinámicas de Aplicación

_X_ Significativas y Relevantes

_X_ Rigurosas

_X_ Alineadas a los Objetivos

_X_ Promueven Participación

A. Preparación

___ Adaptación de Contenido

_X_ Enlaces al Conocimiento Previo

_X Enlaces al Aprendizaje Previo

_X_ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_X_ Cognoscitivo

_X_ Meta-cognoscitivo

_X_ Socio/Afectivo



Actividades integradas de contenido y lenguaje para lograr los objetivos del taller

(Contenido y Lenguaje):

1. El facilitador comienza la clase con una actividad rompe-hielos.

2. Se discuten los objetivos, expectativas, criterios de evaluación y uso de la biblioteca

virtual y laboratorio de lenguaje.

3. Se escoge al representante estudiantil.

4. Los estudiantes dirigidos por el facilitador discutirán las etapas de desarrollo de la

escritura. Cada estudiante tendrá que tomar apuntes de la información discutida. Los

apuntes serán parte de la evaluación de lenguaje de escuchar.

5. El facilitador dividirá el grupo en 2 o 3 subgrupos y proveerá a los estudiantes con

ejemplos de escritura hecha por estudiantes en varias de las etapas de desarrollo de la

lectura. Los estudiantes analizarán los ejemplos e identificarán a cuál etapa cada uno de

éstos pertenecen.

6. En panel educativo, los estudiantes discutirán cómo estas etapas de desarrollo pueden

aplicarse a la escritura de un estudiante de segundo idioma.

7. Los estudiantes se dividirán en grupos pequeños para discutir las etapas o pasos en el

proceso de escribir. Como parte de esta actividad, los alumnos discutirán las fortalezas y

debilidades de sus destrezas de escritura. Cada grupo preparará un organizador gráfico,

el cual será presentado al resto de la clase.

8. Los estudiantes presentarán su organizador gráfico dando ejemplos de cada uno de los

pasos. Todos los miembros del grupo deben participar en la presentación oral. Esta

actividad es parte del proceso de evaluación de lenguaje.

9. Analizarán las palabras claves, las cuales representan los pasos del proceso de la

escritura, y se clarificarán dudas.

10. Se preparará una lista de las fortalezas y debilidades de los estudiantes en su proceso de

escribir. La lista será revisada al final del curso nuevamente.



11. El facilitador modelará una clase de escritura tomando el papel de un maestro de escuela

elemental y los estudiantes serán los niños de escuela elemental. El propósito de esta

actividad es el de exponer a los estudiantes al proceso de la pre-escritura, escritura de un

borrador, revisión, corrección y publicación.

12. Los alumnos completarán un diario reflexivo acerca de los conceptos aprendidos y una

auto-evaluación.

13. Los estudiantes entregarán la tabla comparativa, definiciones, organizador gráfico, auto-

evaluación y diario reflexivo al facilitador.

14. Discutir las tareas a completar en el Taller 2.

Evaluación:

1. Individual: Redactar definiciones propias de las palabras claves del taller.

2. Grupal: Trabajo cooperativo para discutir las etapas de desarrollo de la escritura

3. Escrito: Actividad de práctica de la escritura guiada por el facilitador.

4. Oral/Auditivo: Panel educativo para discutir la relevancia de las etapas de

desarrollo de la escritura en términos del proceso de escritura de los estudiantes

de ELL.

Cierre del taller:

1. Individual: Diario reflexivo (Apéndice H)

2. Grupal: Auto-evaluación (Apéndice E)



WORKSHOP TWO

Specific Content Objectives:

At the end of Workshop Two, the student will be able to:

1. Define vocabulary concepts related to the process of writing.

2. Describe the major components of a writing block.

3. Identify graphic organizers and explain their use as a tool to facilitate writing.

4. Analyze instructional methods to teach writing at the elementary school level.

Specific Language Objectives:

1. Listening: Use listening strategies effectively by participating in class

discussions.

2. Speaking: Use communication skills in the English language effectively during

informal group discussions.

3. Reading: Conduct independent research using a variety of resources to be use on

oral presentation.

4. Writing: Use writing processes effectively, by selecting and using appropriate

strategies such as brainstorming and graphic organizers.

Electronic Links (URLs):

Virtual Library


The Writing Block

http://www.wfu.edu/education/fourblocks/block3.html

http://www.justreadflorida.com/90-minute-chart.asp

Graphic organizers

http://www.superteacherworksheets.com/graphic-organizers.html

http://www.eduplace.com/graphicorganizer/


http://www.wfu.edu/education/fourblocks/block3.html

http://www.justreadflorida.com/90-minute-chart.asp

http://www.superteacherworksheets.com/graphic-organizers.html

http://www.eduplace.com/graphicorganizer/



Instructional methods

http://gse.berkeley.edu/faculty/swfreedman/01chwrtgbrophy.pdf

http://teacheffectively.com/2009/04/15/effective-methods-for-teaching-writing/

The Four Blocks of Literacy

http://www.four-blocks.com/writing.htm

Assignments Prior to the Workshop:

1. Using the virtual laboratory find information for each of the key vocabulary words

indicated below and write a paragraph explaining each in your own words and

using correct grammar in English.

2. Find information related to methods of teaching writing in 4th

, 5th

and 6th

grades

and bring them to class to discuss.

3. Bring examples of a minimum of 5 graphic organizers that can be used in pre-

writing.

4. Find information by asking a teacher, visiting a school, or searching the internet

for the components of a writing block. Make sure that the emphasis is on the

block of time in which writing instruction occurs.

5. Complete one hour of E-Lab in English (Tell Me More or Wimba), and 3 hours of

research in the virtual lab. Don’t forget to document the times.

6. Continue working in your e-portfolio.

Academic Core Vocabulary:

1. Graphic organizers

2. Whole group instruction

3. Independent writing

4. Small group instruction

5. Guided Writing

6. Shared writing

7. Writer’s workshop

http://gse.berkeley.edu/faculty/swfreedman/01chwrtgbrophy.pdf

http://teacheffectively.com/2009/04/15/effective-methods-for-teaching-writing/

http://www.four-blocks.com/writing.htm



List of Supplementary Materials for the Workshop:

1. Video: Writer’s Workshop

http://www.youtube.com/watch?v=71njqw3wjpg&feature=related

2. Video: Mini Lesson

http://www.youtube.com/watch?v=OPw_O8knKmg&feature=related

SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be

used in the workshop.

B. Scaffolding

___ Modeling

_X_ Guided Practice

_X_ Independent Practice

_X_ Comprehensible Input

C. Grouping Options

_X_ Whole Class

_X_ Small Groups

___ Partners

_X_ Independent Work

D. Integration of Processes

_X_ Listening

_X_ Speaking

_X_ Reading

_X_ Writing

E. Application

_X_ Hands-on

_X_ Meaningful/Relevant

_X_ Rigorous

_ X_ Link to Objectives

_X_ Promote Engagement

A. Preparation

___ Adaptation of Content

_X_ Links to Background Knowledge

_X_ Links to Past Learning

_X_ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

_X_ Cognitive

_X_ Meta-cognitive

_X_ Social/Affective

http://www.youtube.com/watch?v=71njqw3wjpg&feature=related

http://www.youtube.com/watch?v=OPw_O8knKmg&feature=related



Integrated Activities of Content and Language to achieve Content and Language

Objectives:

1. Review topics discussed in Workshop One.

2. Using a map circle strategy, the facilitator will ask the students to describe what a

writing block is as well as what are the components and focus of it.

3. Divide the class in 4 small groups and assign the following topics:

Whole and independent writing

Small group writing

Guided writing

Shared writing

4. Each group will discuss their topic and will present it to class.

5. Students will share in class the graphic organizers they found and will explain

how to use them to support the process of pre-writing.

6. Discuss writing methods used in the elementary school to teach writing. The

facilitator will write a list on the board.

7. The facilitator will be in charge of modeling a writing lesson focusing on Writer’s

Workshop.

8. Watch and discuss the video included in supplementary resources about mini-

lessons.

9. The students will complete a reflective diary and self-evaluation.

10. Discuss assignments for Workshop Three.

Assessment:

1. Individual: Academic Core Vocabulary assignment



2. Group: Writer’s workshop

3. Written: Small group assignment

4. Oral: Oral Presentation

Lesson Wrap-Up:

1. Individual: Reflective Diary (Appendix H)

2. Group: Self-evaluation (Appendix E)



TALLER TRES


1. Definir y explicar los términos correspondientes al taller.

2. Identificar y distinguir los diferentes estilos de escritura que se estudian en la

Escuela elemental, en los grados de Cuarto a Sexto.

3. Discutir técnicas para enseñar los diferentes estilos de escritura.

4. Describir y demostrar un trabajo escrito de 5 párrafos.

5. Identificar palabras de transición para facilitar la escritura.


1. Escuchar: Escuchar y participar en las discusiones de grupo acerca de las

diferentes etapas del desarrollo de la escritura.

2. Hablar: Participar en discusiones de grupo acerca de las técnicas que existen para

enseñar los diferentes estilos de escritura.

3. Leer: Escribir y explicar el vocabulario clave del taller.

4. Escribir: Describir y demostrar un trabajo escrito de 5 párrafos.


Biblioteca Virtual


El ensayo de cinco párrafos

http://www.studygs.net/espanol/5paragraph.htm

Ensayo narrativo

http://www.writeexpress.com/narrative-essay.html

Ensayo descriptivo

http://www.writeexpress.com/descriptive-essay.html

Ensayo expositivo


http://www.studygs.net/espanol/5paragraph.htm

http://www.writeexpress.com/narrative-essay.html

http://www.writeexpress.com/descriptive-essay.html



http://www.merritt.edu/apps/pub.asp?Q=46

Técnicas de enseñanza

http://nadabs.tripod.com/writing/


1. Buscar la definición de las palabras claves indicadas en este taller, utilizando los

recursos provistos en la biblioteca virtual. Venir preparado para discutirlas en

clase.

2. Buscar información relacionada a los estilos de escritura utilizados en la escuela

elemental, escribir un párrafo describiendo cada uno de los estilos y un ejemplo de

cada uno.

3. Traer una lista de métodos de instrucción para la enseñanza de cada uno de los

estilos investigados.

4. Buscar información sobre las palabras de transición y el propósito de las mismas.

Traer una lista de las palabras para compartir en clase.

5. Describir en tus propias palabras cómo escribir un ensayo de 5 párrafos.

6. Continuar trabajando en el portafolio. Documentar las horas de laboratorio del

taller.

Vocabulario clave de la lección: (Debe reflejar los objetivos y conceptos claves del

taller.)

1. Oraciones

2. Párrafos

3. Ensayo

4. Ensayo persuasivo

5. Ensayo narrativo

6. Ensayo de exposición

Lista de materiales suplementarios para el taller:

1. Video: Ensayo narrativo

http://www.youtube.com/watch?v=BwqEkgOI-3k

http://www.merritt.edu/apps/pub.asp?Q=46

http://nadabs.tripod.com/writing/

http://www.youtube.com/watch?v=BwqEkgOI-3k



Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una

marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el

taller.

Actividades integradas de contenido y lenguaje para lograr los objetivos del taller

(Contenido y Lenguaje):

1. Repasar los temas discutidos en el Taller Dos.

2. Discutir las palabras claves de taller en discusión socializada.

3. El facilitador colocará 3 carteles en un área del salón, cada uno con un estilo de

escritura diferente (narrativo, persuasivo, de exposición). Los estudiantes

participarán de una actividad en la que estarán a cargo de escribir palabras u

oraciones que describan cada uno de los estilos. Los estudiantes deben escribir en

B. Andamiaje

___ Modelaje

_X_ Práctica Dirigida

_X_ Práctica Independiente

_X_ Instrucción

Comprensible

C. Opciones para Agrupamiento

_X_ Grupo Completo

_X_ Grupos Pequeños

___ Pares

_X_ Trabajo Independiente

D. Integración del Proceso

_X_ Escuchar

_X_ Hablar

_X_ Leer

_X_ Escribir

E. Aplicación

_X_ Actividades Dinámicas de Aplicación

_X_ Significativas y Relevantes

_X_ Rigurosas

_X_ Alineadas a los Objetivos

_X_ Promueven Participación

A. Preparación

___ Adaptación de Contenido

_X_ Enlaces al Conocimiento Previo

_X Enlaces al Aprendizaje Previo

_X_ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_X_ Cognoscitivo

_X_ Meta-cognoscitivo

_X_ Socio/Afectivo



cada uno de los carteles. Luego de terminar la rotación, el facilitador dividirá a los

estudiantes en 3 grupos, asignando un estilo a cada grupo. Permitir que los

estudiantes analicen las escrituras y presenten oralmente una descripción de cada

estilo.

3. El facilitador le pedirá a los estudiantes que entreguen los ejemplos de escrituras

asignados. Una vez que el facilitador tenga todos los ejemplos los sorteará y

asignará a los grupos. Cada grupo tiene la labor de leer, analizar y clasificar los

ejemplos de acuerdo al estilo estudiado.

4. Dividir los estudiantes en dos grupos en los cuales cada grupo presentará mediante

un panel educativo la escritura de un ensayo de 5 párrafos.

5. El facilitador modelará métodos de instrucción para enseñar la escritura

6. Discutir el propósito de las palabras de transición y preparar un mapa circular

sobre el tema.

7. El facilitador escogerá un tema y estilo de escritura y los estudiantes escribirán

un ensayo de 5 párrafos utilizando palabras de transición. Entregar el ensayo al

facilitador.

8. Discutir las tareas a completarse en el Taller 4.

9. Completar un diario reflexivo sobre los temas discutidos y el documento de auto-

evaluación. Entregar las tareas y trabajos al facilitador.

Evaluación:

1. Individual: Ensayo

2. Grupal: Trabajo en grupo

3. Escrito: Mapa circular sobre las palabras de transición.

4. Oral/Auditivo: Panel educativo

Cierre del taller:

1. Individual: Diario reflexivo (Apéndice H)

2. Grupal: Auto-evaluación (Apéndice E)



WORKSHOP FOUR

Specific Content Objectives:

By the end of Workshop Four, the students will be able to:

1. Write examples of the following concepts:

Metaphor

Simile

Onomatopoeia

Prose

2. Analyze the writing standards and the areas of assessment indicated in the FCAT

writing rubric.

3. Integrate editing marks in writing assessment.

Specific Language Objectives:

1. Listening: Listen and reflect about topics that have been discussed.

2. Speaking: Use communication skills in the English language effectively during

informal group discussions.

3. Reading: Conduct independent research using a variety of resources.

4. Writing: Redact a reflexive diary with correction, clarity, and

precision.

Electronic Links (URLs):

Biblioteca Virtual


Editing marks

http://www.wcskids.net/curriculum/resources/k-

5_writing/download/editing_and_proofreading_marks.pdf

Transition words

http://larae.net/write/transition.html

Metaphor/Simile


http://www.wcskids.net/curriculum/resources/k-5_writing/download/editing_and_proofreading_marks.pdf

http://www.wcskids.net/curriculum/resources/k-5_writing/download/editing_and_proofreading_marks.pdf

http://larae.net/write/transition.html



http://languagearts.pppst.com/similes.html

FCAT Writes

http://www.fldoe.org/asp/fw/

Assignments Prior to the Workshop:

1. Find information about the key words indicated in this workshop. Bring 2

examples of each.

2. Open the URL related to the Next Generation standards of Florida and make a list

of the writing skills students are expected to master in 4th

, 5th

and 6th

grades.

Prepare a table indicating the grade and standards. Come prepare to compare and

contrast the standards by grade in class.

3. Take a look at the Fourth grade writing rubric used to assess the FCAT and write

questions you would like to discuss with the facilitator. Bring a copy of the

writing rubric to class to use it in an activity of assessment.

4. Using the resources of the virtual lab, locate different electronic sources about

editing marks and bring them to class.

5. Complete your portfolio and documentation of E-Lab, including 30 minutes of

English and 30 minutes of Spanish in the language lab.

Academic Core Vocabulary:

1. Metaphor

2. Simile

3. Onomatopoeia

4. Prose

List of Supplementary Materials for the Workshop:

1. Gomez, F. (2008). Curso de iniciación a la escritura narrativa. Servicios de

Publicaciones Universidad de Alcalá. España.

http://languagearts.pppst.com/similes.html

http://www.fldoe.org/asp/fw/





Integrated Activities of Content and Language to Achieve Content and Language

Objectives:

1. Review topics from Workshop Three.

2. Discuss key words using a conceptual map.

3. The facilitator using the projector will show the Next Generation Standards by

grade and will discuss the requirements by grade.

4. Using a Venn diagram the students guided by the facilitator will compare and

contrast the standards between grades.

5. The facilitator will discuss the editing marks and will model how to edit a paper.

B. Scaffolding

___ Modeling

_X_ Guided Practice



C. Grouping Options

_X_ Whole Class

_X_ Small Groups

___ Partners



_X_ Listening

_X_ Speaking

_X_ Reading

_X_ Writing

E. Application

_X_ Hands-on


_X_ Rigorous

_ X_ Link to Objectives


A. Preparation



_X_ Links to Past Learning


CALLA Strategies (Cognitive Academic Language Learning Approach)

_X_ Cognitive

_X_ Meta-cognitive

_X_ Social/Affective



6. Discuss the areas of assessment as stated on FCAT rubric.

7. The facilitator will provide copies of writing samples to students and will allow

time for them to assess the samples using editing marks. A minimum of 3 writing

samples will be evaluated. Discuss scores one writing sample at a time. The first

two samples should be graded in small group and the last one independently.

Collect the writing sample evaluated independently. This activity is mainly to

become familiar with the process of editing.

8. Complete the self-evaluation and reflective journal.

9. Collect all assignments and work completed.

10. Discuss assignments for Workshop Five.

Assessment:

1. Individual: Writing sample of FCAT rubric.

2. Group: Assessment of a writing sample on FCAT rubric

3. Written: Venn Diagram about the areas of assessment

4. Oral: Discussion of the FCAT rubric.

Lesson Wrap-Up:

3. Individual: Reflective diary (Appendix H)

4. Group: Self-evaluation (Appendix E)



Taller Cinco/Workshop Five

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea y

actividad. No mezcle los dos idiomas!

UTILICEN SOLAMENTE UN LENGUAJE

A LA VEZ! Las primeras dos horas serán en

español. Las últimas dos horas serán en

inglés.

NOTE: This is a bilingual workshop. Both

the facilitator and the student must use the

language assigned for each homework and

activity. Do not mix both languages! USE

ONE LANGUAGE AT A TIME- KEEP

BOTH LANGUAGES SEPARATE! The

first two hours must be in Spanish. The last

two hours must be in English.


Al final del Taller Cinco el estudiante será capaz de:

1. Diseñar actividades de remediación incorporando estrategias de educación especial

y segundo idioma, para estudiantes rezagados en el área de la escritura.

2. Evaluar ejemplos de escrituras utilizando la rúbrica del Departamento de

Educación de la Florida.

3. Crear y presentar una lección incorporando los métodos estudiados reflejando los

componentes del bloque de instrucción de escritura.


Al final del Taller Cinco el estudiante será capaz de:

1. Escuchar: Escuchar acerca de los temas discutidos en clase para luego

reflexionar y discutir en clase.

2. Hablar: Presentar oralmente una lección incorporando los métodos estudiados

sobre la instrucción de la escritura para que le sirva de ayuda a los estudiantes con

dificultades de escritura.

3. Leer: Buscar información relacionada con los métodos de enseñanza y



estrategias para estudiantes con rezago académico en la escritura

4. Escribir: Preparar por escrito un documento en el que

enumere y explique las estrategias y métodos de enseñanza

para estudiantes con rezago académico en la escritura.


Biblioteca Virtual


Plan de lección de escritura

http://712educators.about.com/od/lessonplans/ht/lessonplans.htm

http://www.emunix.emich.edu/~jblock/docs/lessonplan.pdf

Estrategias de escritura

http://fourblock.wikispaces.com/file/view/17706512-Writing-First-

Handout%5B1%5D.pdf

http://books.google.com/books?id=7OPxeFygyM8C&printsec=frontcover&dq=strategies

+for+struggling+writers&source=bl&ots=WW0MY6k9ZT&sig=rM7bMmnVGluDLVw

hZ3QUMFo6HcE&hl=en&ei=4DVPTemGC872gAe2r6ww&sa=X&oi=book_result&ct=

result&resnum=7&ved=0CE4Q6AEwBg#v=onepage&q&f=false


Asignaciones a discutirse las primeras dos horas de instrucción (2).

1. Español- Utilizando los recursos disponibles en de la biblioteca virtual de la

Universidad, buscar información relacionada a métodos de enseñanza y

estrategias para estudiantes con rezago académico en la escritura. Incorporar las

mismas en el plan de lección asignado a este taller. Las estrategias deben ser

explicadas durante la presentación oral. Preparar un documento en el que

enumere y explique las estrategias usadas para ser compartido con los


http://712educators.about.com/od/lessonplans/ht/lessonplans.htm

http://www.emunix.emich.edu/~jblock/docs/lessonplan.pdf

http://fourblock.wikispaces.com/file/view/17706512-Writing-First-Handout%5B1%5D.pdf

http://fourblock.wikispaces.com/file/view/17706512-Writing-First-Handout%5B1%5D.pdf

http://books.google.com/books?id=7OPxeFygyM8C&printsec=frontcover&dq=strategies+for+struggling+writers&source=bl&ots=WW0MY6k9ZT&sig=rM7bMmnVGluDLVwhZ3QUMFo6HcE&hl=en&ei=4DVPTemGC872gAe2r6ww&sa=X&oi=book_result&ct=result&resnum=7&ved=0CE4Q6AEwBg#v=onepage&q&f=false






estudiantes. Traer suficientes copias del documento para ser distribuido en clase.

2. Español- Completar los documentos requeridos para la observación clínica,

incluyendo el plan de lección. Traer la información en una presentación

electrónica para facilitar la presentación oral.

Assignments to be discussed the last two hours of instruction (2).

1. English- The students will review the FCAT writing rubric studied on workshop 4

and will bring a copy to class to complete the final evaluation of scoring a paper.

2. English- Complete the portfolio and documentation of the E-Lab.

This workshop requires two (2) hours of language lab for each language.

Vocabulario académico clave (Debe

reflejar los objetivos y conceptos claves

del taller.) Verifique que el estudiante

domine el vocabulario clave en los dos

idiomas.

Ejemplo:

1. Remediación

2. Matriz valorativa

Academic Core Vocabulary (Must

reflect objectives and important concepts

of the workshop.) Verify that the student

masters the core vocabulary in both

languages.

Sample:

1. Remediation

2. Rubric

EDUC 216 Teaching Reading from K-6th 95

Prep. 2003. Alicia Castillo, Ph. D., Rev. 2011. Marta González-García M.A. Ed.

List of Supplementary Materials for the Workshop: (Title should be in English.)

1. FCAT writing rubric

http://fcat.fldoe.org/pdf/rubrcw04.pdf



1.

2.

3.

4.

5.

6.

7.

8.

B. Scaffolding

_X_ Modeling

_X_ Guided Practice



C. Grouping Options

_X_ Whole Class

_X_ Small Groups

_X_ Partners



_X_ Listening

_X_ Speaking

_X_ Reading

_X_ Writing

E. Application

_X_ Hands-on


_X_ Rigorous

_X_ Link to Objectives


A. Preparation



__X Links to Past Learning


CALLA Strategies

(Cognitive Academic Language Learning

Approach)

_X_ Cognitive

_X_ Meta-cognitive

___ Social/Affective

http://fcat.fldoe.org/pdf/rubrcw04.pdf



Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:

Actividades en español para las primeras dos horas del taller:

1. Repasar los temas cubiertos en el Taller Cuatro, incluyendo la matriz valorativa de

escritura de FCAT.

2. Definir las palabras claves de este taller utilizando un mapa conceptual.

3. Discutir estrategias y modelos para utilizar con estudiantes mostrando rezago académico

en el área de la escritura. Cada estudiante compartirá sus copias con el grupo.

4. Cada estudiante estará a cargo de presentar la observación clínica y plan de lección

asignado a este taller. El máximo tiempo asignado para cada presentación es de 15

minutos.

Integrated content and language activities aligned to achieve workshop objectives:

Activities in English for the last two hours of the workshop

1. The facilitator will provide the students with a Fourth Grade writing sample in order to

complete the final evaluation of the course. The students are required to correct the essay

using the editing marks learned in Workshop Four and assessed the sample using the

FCAT rubric currently used in Florida. The assessment of the rubric must include an

explanation of why the student grading the paper gave the specific score.

2. Collect the final evaluation prior to discussing it with the students.

3. The facilitator will show the students a projection of the writing sample and will correct it

using the editing marks. A final score based on FCAT rubric will be given as a class.

Discuss why the score. The facilitator will clarify questions and doubts.

4. The students will write a final reflective journal and self-evaluation. The reflective

journal will be based on the assessment experience and the paper completed in Workshop



One in which each student wrote their own strengths and weaknesses regarding their

writing skills.

5. Collect the list of strategies, definitions, clinical observation, lesson plan, journal entry,

self-evaluation, E-Lab documentation, and portfolio.

6. Complete course evaluation.

Assessment:

1. Individual: Writing assessment

2. Group: Clinical observation

3. Written: Teaching strategies and PowerPoint on …

4. Oral: Oral Presentation on…

Lesson Wrap-Up:

1. Individual: Reflective diary (Appendix H)

2. Group: Self –evaluation (Appendix E)



APPENDIX SECTION



APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/



“Can Do” Listening Rubric

National Proficiency Levels Criteria

Starting

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class discussions

Understands class discussions with some difficulty

Understands most of what was said

Expanding Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Bridging Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

Demonstrates a native-like English speaker’s understanding of what is said



“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Emerging Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Repeats spoken words or phrases to improve understanding due to pronunciation flaws

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Developing Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to thinking of the

correct words to say

Applies grammar and word order correctly most of the time

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

Misuse of grammar and word order seldom occurs and does not interrupt meaning

Pronounces most words accurately and clearly

Bridging Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and word all the time

Speaks with native-like pronunciation and intonation



“Can Do” Reading Rubric


Levels

Criteria

Starting Lacks comprehension of a wide array of written material (not developed)

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

Struggles with use of pre-reading and reading skills (not developed)

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not

developed)

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,

resolve deficiencies independently or with the help of others, etc.) (not developed)

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional

texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,

skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,

definition, restatement, examples, surrounding words, etc.) is

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)

Applying successful reading skills (as listed above) are still emerging

Developing Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

Applies correctly pre-reading and reading skills (as listed above)

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-

evidence of emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging..

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

Interprets increasingly complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above) very strongly

Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident

Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to

identify literary genres (as listed above)- emerging strongly

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed

Interprets complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above)-fully developed

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)

Demonstrates fully developed strategic reading skills (as listed above)



“Can Do” Writing Rubric


Levels Criteria

Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand

the writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for

drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to

support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs

of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left

with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they

distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by

improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.

Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to

allow the proper flow of ideas.

Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the

writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect

ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.

Excellent control of spelling, punctuation capitalization and other writing conventions.

Strategic writing skills are fully developed.



APPENDIX B

CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL




Florida Campuses


Part I: Matrix: Florida Educator Accomplished Practices (FEAPs) Student Intern:

School:

Date:

Classroom Teacher:

Grade:

Instructions: The student must place a checkmark (√) under the heading for Observed or Not-Observed for each Educator Accomplished

Practice Competency (10 pages).

Professional FEAP

Competencies

Classroom

Observation

of Competencies

(Total of 4 Hours)

Observed Not Observed

( √ ) ( √ )

Observation Notes: Describe the relevance of the competency evidenced

(observed) to the main core educational topics

discussed in your current education course.

#1 Quality of Instruction The effective educator consistently:

a) models and promotes the importance of education and academic achievement to all students;

b) plans and designs lessons to achieve student mastery;

c) selects appropriate strategies to be used as formative assessments to monitor learning;

d) uses diagnostic student data to design instruction

e) develops learning experiences that require students to demonstrate a variety of relevant skills and competencies;




Florida Campuses

Student Intern Name: Date:

Professional FEAP

Competencies

Classroom

Observation

of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:

Describe the relevance of the competency

evidenced (observed) to the main core

educational topics discussed in your current

education course.

f) appropriately sequences

lessons and concepts to ensure

coherence and required prior

knowledge;

g) uses higher-order questioning techniques;

h) uses varied instructional strategies and resources, including appropriate technology, to teach for student understanding;

i) delivers engaging, challenging, and relevant lessons;

j) differentiates instruction based on an assessment of student learning needs and a recognition of individual differences in students;

k) respects and embraces students’ cultural and family background;

l) demonstrates behaviors that are consistent with fairness and equity;




Florida Campuses


Professional FEAP

Competencies

Classroom Observation

of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:

Describe the relevance of the competency evidenced



m) utilizes student feedback to monitor instructional needs;

n) demonstrates behaviors that are consistent with fairness and equity;

o) utilizes student feedback to monitor instructional needs.

#2 Knowledge of Subject Matter The effective educator consistently:

a) demonstrates deep and comprehensive knowledge of the subject taught;

b) identifies and modifies instruction to respond to gaps in students’ subject matter knowledge;

c) provides instruction to address preconceptions or misconceptions;




Florida Campuses


Professional FEAP

Competencies


of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:




education course.

d) designs and modifies instruction to deepen students’ understanding of content area and advance student learning;

e) selects and sequences engaging, relevant, standards-based content, and then designs and teaches lessons that are relevant to students’ learning needs;

f) relates and integrates the subject matter with other disciplines during instruction.

#3 Continuous Improvement

The effective educator consistently:

a) engages in targeted professional growth opportunities and reflective practices;




Florida Campuses


Professional FEAP

Competencies


of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:


evidenced (observed) to the main core educational

topics discussed in your current education

course..

b) uses a variety of data,

independently and in

collaboration with

colleagues, to evaluate

learning outcomes and to

adjust planning and

practice;

c) designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;

d) examines and uses data-informed research to improve instruction and student achievement;

e) implements knowledge and skills learned in professional development in the teaching and learning process.




Florida Campuses


Professional FEAP

Competencies

Classroom

Observation

of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:

Describe the relevance of the competency evidenced



#4 Learning Environment The effective educator consistently:

a) integrates learning activities that incorporate current information and communication technologies;

b) adapts learning environment to accommodate the differing needs and diversity of students;

c) utilizes current and emerging assistive technologies that enable students to achieve their educational goals;

d) creates and maintains an atmosphere of respect for all areas of diversity.




Florida Campuses


Professional FEAP

Competencies


of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:



topics discussed in your current education course.

#5 Assessment


a) analyzes and uses data from multiple assessments and measures to diagnose students’ learning needs, inform instruction based on those needs, and drive the learning process;

b) designs and aligns formative and summative assessments that match learning objectives and lead to mastery;

c) uses a variety of assessment tools to monitor student progress, achievement and learning gains;

d) modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;




Florida Campuses


Professional FEAP

Competencies


of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:



topics discussed in your current education course.

e) shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s);

f) employs technology to organize and integrate assessment information.

#6 Communication


a) conveys high expectations;

b) supports, encourages, and provides immediate and specific feedback to students to promote student achievement;

c) models and teaches clear, acceptable oral and written communication skills;




Florida Campuses


Professional FEAP

Competencies


of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:




education course.

d) fosters two-way

communication with

students and

parent/caregiver(s); and

e) collaborates with the home, school, and larger communities to support student learning and continuous improvement.

Professional Responsibility and Ethical Conduct The effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida pursuant to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C, by fulfilling the expected obligations to students, the public and the education profession.




Florida Campuses

School Site Supervising Teacher: __________________________________________

Signature: _________________________________________ Date: ______________

Comments:

________________________________________________________________________

________________________________________________________________________

Internship Course Facilitator: _____________________________________________

Signature: _________________________________________ Date: _______________

Comments:

________________________________________________________________________

________________________________________________________________________

Student Intern: _________________________________________________________

Signature: _______________________________________ Date: _________________

Comments_______________________________________________________________




Florida Campuses


Part II: School: General Operation Activities (1 page)

Student Intern: School:

Date:

Place a checkmark (√) under the appropriate activity or type of meeting you participated in during

your School Clinical Experience at the assigned school. You must comply with a minimum of four

hours for this requirement. IEP

Meeting

LEP

Committee

Meeting

RTI

Meeting

Faculty

Meeting

Parent/Teache

r Conference

Grade

Level

Meeting

Department

Meeting

Other: Total

Hours

COMMENTS: Specify the activity for which you are entering comments. You will refer to this document to complete the final report for the

Education course.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

_______________________

Internship Course Facilitator’s Signature: _____________________ Date: ________________

Student Intern’s Signature: ________________________________ Date: _______________

CODES: IEP=Individual Education Program, LEP=Limited English Proficient Program,

RTI=Response to Intervention



APPENDIX C

CLINICAL SCHOOL EXPERIENCE OBSERVATION FEEDBACK FORM




Florida Campuses

CLASSROOM OBSERVATION FEEDBACK FORM

Student Intern:

Signature: Date:

School Site Supervising Teacher:

Signature: Date:

Internship Course Facilitator:

Signature: Date:

Observation Notes (narrative description of lesson)

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

ESOL COMPETENCIES (Check ALL that are observed)

___ Planning Practices

___ Instructional Methods/Strategies

___ Instructional Materials

___ Assessment by L2 Level

___ Accommodations by L2 Level

___ Learning Styles/Differentiation

___ Cultural Sensitivity

___ Addresses L2 proficiency Levels

ACCOMPLISHED PRACTICES

(Check ALL that are observed)

___ Instructional Design, Lessons, and planning

___ Learning Environment

___ Instructional Delivery and Facilitation

___ Assessment

___ Continuous Professional Improvement

___ Professional Responsibility and Ethical Conduct

Exemplary Practices

Observer’s Name: ________________________

Observer’s Signature: _____________________

Date: __________________________________

Comments:

Reflective Comments



APPENDIX D

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC



Appendix D

Six-Traits of Writing Rubric

Student’s Name:______________________________________

Date:___________________

Facilitator:______________________Course:

____________Assignment:_________________

Instructions: This rubric will be used to evaluate all written work done by the

student in both English and Spanish. Please refer to the trait that you are evaluating

(i.e., Ideas and Content) and write the score in the appropriate box. Select the

criteria per level (6= highest, 1=lowest) that best reflects the student’s writing

ability.

Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that

you are evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

1. Ideas and Content

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand Total:

Final Score:_________________

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F



Six Traits for Analytic Writing Rubrics

Trait #1: Idea and Content

Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from

https://www.ade.state.az.us/standards/6traits/

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/



Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.




Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.




Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.




Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/



Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.




APÉNDICE E/APPENDIX E

Case Study

Student Name

(Ficticious)______________________________________________________________

Grade__________________________________________________________________

Age____________________________________________________________________

Retained________________________________________________________________

ELL____________________________________________________________________

ESE____________________________________________________________________

Current academic Performance in

Reading/Writing__________________________________________________________

________________________________________________________________________

________________________________________________________________________

FAIR

scores___________________________________________________________________

Edusoft_________________________________________________________________

Benchmarks______________________________________________________________

Classroom

assessments______________________________________________________________

Reading

fluency__________________________________________________________________

Other

assessments_____________________________________________________________

FCAT__________________________________________________________________

CELLA_________________________________________________________________

Current Writing Interventions

Tier1___________________________________________________________________



Tier

2_______________________________________________________________________

Tier

3_______________________________________________________________________

Difficulties in other academic

areas___________________________________________________________________

________________________________________________________________________

Attention Difficulties

(Yes/No)___________________________________________________

Medical

issues___________________________________________________________________

Teacher’s comments

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________



Action Plan

This is the document in which you as a teacher will create your action plan to address the

needs observed and analyzed with the case study. Here is where you will need to take

into consideration all the information provided by the teacher, including scheduling,

curriculum, grade, amount of students, resources and needs of the student. How will you

address the need of your student and help him/her meet the requirements and work on

grade level? Write this document as an essay including a specific description of the

situation and including all the topics studied in class.



APÉNDICE F/APPENDIX F

HOJA DE AUTOEVALUACIÓN DEL ESTUDIANTE

Nombre del Estudiante________________________________

Tema:_____________________________________________Fecha :_____________

Estimado Estudiante: Esta autoevaluación debe completarse y entregarse al facilitador

al final de cada taller. La auto-evaluación no sólo ayuda al alumno a auto-evaluar su

trabajo, sino que es una herramienta de retro-alimentación además parte integral de los

criterios de evaluación.

Criterios de evaluación Puntaje

Participación: (mostré interés, formulé y contesté preguntas,

aporté para el beneficio de la clase)

1 - 2 - 3 - 4

Vine preparado para la clase de hoy : (Traje materiales

asignados y pude formular y responder a preguntas)

1 - 2 - 3 - 4

Estuve receptivo(a) (escuché atentamente la opinión o

presentación de mis compañeros(as).

1 - 2 - 3 - 4

Facilitación de la clase (propicié con mi actitud a un ambiente

saludable y creativo en el salón de clases).

1 - 2 - 3 - 4

4- Totalmente de acuerdo 3- De acuerdo 2- Parcialmente de acuerdo 1-

Necesito mejorar

Observaciones:

________________________________________________________________________

________________________________________________________________________

__________________________________________________________________



STUDENT’S SELF-EVALUATION

Student’s Name________________________________

Workshop :_____________________________________________Date :____________

Dear Student: This self-evaluation needs to be completed at the end of each workshop

and turn in to the facilitator. Self-evaluation will not only help you assess you’re your

own process, but it will also serve as a feedback document as well as part of your grade.

Evaluation Criteria Puntuation

Participation: I participated actively in class discussion,

whole group and small group activities.

1 - 2 - 3 - 4

I was prepared for today’s class : ( All the assignments for the

workshop were completed and turned in on time)

1 - 2 - 3 - 4

I was receptive (I listened attentively to class) 1 - 2 - 3 - 4

Class Facilitation (My attitude in class was one of cooperation). 1 - 2 - 3 - 4

4- Totally Agree 3- Agree 2- Partially Agree 1-Need Improvement

Observations:

________________________________________________________________________

________________________________________________________________________

__________________________________________________________________

Apéndice G/Appendix G



RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION

Student Name:____________________________Date:___________________

Criteria Value Points Student Total Score

Content

Performs an effective introduction to the

theme identifying the objectives, ideas

and principles that are included in the

presentation.

10

The presentation is organized and

coherent, and could be easily followed

10

The presenter demonstrates domain of

the theme or subject by means of

properly explaining content without

incurring in errors

10

The ideas and arguments of the

presentation are well founded by the

resources presented, consulted or

discussed in class

10

Capture of the attention and interest of

the audience and/or promote their

participation, as applicable

10

Effective personal projection, corporal

posture and manage of the audience;

10

Uses a variety of speaking strategies to

define concepts, interpretation,

application and evaluation of processes

using experience on concepts or content

of class.

10

Language

Student pronounces words in a clear and

correct manner so as to make the correct

language used understood to others.

10

Correct use of grammar and verb

conjugation.

10

Use of correct use of vocabulary words

to express message.

10

Total Points 100 (70% of content

and 30% of

language)

Student’s Total Score:

________

Student’s signature: __________________Facilitator’s Signature: __________________



MATRIZ VALORATIVA PARA EVALUAR PRESENTACION ORAL

INDIVIDUAL/GRUPAL

Nombre del Estudiante: _______________________ Fecha:_________________

Criterio Puntos Puntaje del estudiante

Contenido

Realiza una introducción efectiva del tema

identificando el propósito, objetivo e ideas

principales que se incluyen en la presentación.

10

La presentación es organizada y coherente y

puede seguirse con facilidad.

10

El presentador demuestra dominio del tema o

materia de la presentación al explicar con

propiedad el contenido y no incurrir en errores.

10

Las ideas y argumentos de la presentación están

bien fundamentados en los recursos

presentados, consultados o discutidos en clase.

10

Capta la atención e interés de la audiencia y/o

promueve su participación, según aplique.

10

Proyección efectiva, postura corporal adecuada,

manejo de la audiencia, manejo del tiempo

asignado.

10

Usa varias estrategias para hablar o definir

conceptos, interpretaciones, aplicaciones y

evaluación de procesos o experiencias en el

contenido del curso.

10

Lenguaje

Pronunciación de las palabras es clara y de

manera correcta para que se entienda el

lenguaje utilizado.

10

Uso correcto de la gramática y conjugación de

verbos en el idioma asignado.

10

Uso correcto del vocabulario para expresar el

mensaje adecuadamente.

10

Total de Puntos 100 (70% de

contenido y

30% Lenguaje)

Puntaje del estudiante:

________

Firma del Estudiante: _________________ Firma del Facilitador: ____________________



APÉNDICE H/APPENDIX H

DIARIO REFLEXIVO

Nombre ____________________________

Fecha ____________________________

El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los

sentimientos y las actitudes que se desatan a partir de la discusión y los trabajos de cada

taller. Este proceso le ayudará en su autoanálisis, así como propiciará la auto evaluación.

Utilizando las siguientes preguntas guías, reflexione sobre lo presentado en el taller y

conteste las mismas en forma de ensayo con excelente gramática, ortografía y

puntuación:

1. Hoy aprendí….

2. Este tema presentado en clase me ayuda a……

3. Puedo aplicar lo discutido en la clase a mi vida y experiencias personales…



Reflective Journal

Name ____________________________

Date ____________________________

The purpose of this diary is to reflect and write about the concepts, feelings, and

attitudes experienced after class discussion and assignments. This process will help your

self-assessment.

Using the following questions, reflect about what was presented in this workshop and

answer the questions following an essay style using excellent grammar, syntax and

punctuation:

1. Today I learned…

2. The topic presented today helps me…

3. I can apply today’s discussion to my life and personal experiences…



APÉNDICE I/APPENDIX I

Rubric for E-Lab Documentation

The students should demonstrate the use of the electronic lab (E-Lab) for a total of 20

hours per course. 10 hours should be in English and 10 in Spanish. In this course it is a

requirement to include 2.5 in the English language lab and 2.5 in the Spanish language

lab (Tell me more, Rosetta stone, etc). The other 15 hours are part of all the research

indicated in the assignments to complete prior to class. This form should be completed

and given to the professor to be evaluated as part of the assessment criteria for the class.

Name___________________________________________________________________

Date E-LAB

What

source?

Language

Lab

Which

language

and

program?

Time

20 hours

total

Signature

(Conforming the use of the

lab)



Matriz Valorativa para la documentación del Laboratorio Virtual

Los estudiantes deben demonstrar el uso del laboratorio virtual por un total de 20 horas

por curso. Diez horas deben ser en inglés y diez horas en español. El estudiante deberá

completar dos (2) horas en español y dos (2) horas en inglés por cada taller. Este

formulario debe ser completado y entregado al facilitador como parte del criterio de

evaluación.

Nombre_________________________________________________________________

Fecha LAB-

Virtual

Laboratorio

de Lenguaje

Tiempo

20 horas

total

Firma del Asociado del

Laboratorio de Idiomas



APÉNDICEJ/APPENDIX J

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

2. The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation – The facilitator will provide students with a copy

of the E-Portfolio Performance Assessment Handbook.



APÉNDICE K/APPENDIX K

Lesson Plan

Introduction

Topic

Grade

Objectives(s)

Activities for Writer’s Workshop

Mini-lesson

Activities for vocabulary development

Guided Writing

Independent writing

Author’s chair

Standards (Benchmarks)

ELL/ESE Strategies

Vocabulary

Materials

Interventions

Evaluation



Plan de Lección

Introducción

Tema

Grado

Obejtivo(s)

Actividades del Taller de escritores

Mini-lección

Escritura guiada (Modelaje)

Actividades de desarrollo de vocabulario

Escritura Independiente

La silla del autor

Estándares

Estrategias de ELL/ESE

Vocabulario

Materiales

Intervenciones

Evaluación

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