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EDRD 620 TEACHING READING AND WRITING IN

FOREIGN/WORLD LANGUAGES IN PK­12 SCHOOLS

Spring 2006 Thursday 7:20­10:00 PM

Mailing Address: Dr. Gregory Fulkerson Office hours: By Appointment Fairfax County Public Schools Leis Instructional Center Tel 703.208.7723 7423 Camp Alger Avenue FAX 703.207.7041 Falls Church, VA 22042 Email: gregory.fulkerson@fcps.edu

COURSE OUTLINE

A. Course Description: This course provides an introduction to the reading/writing processes in foreign/second languages, research on reading comprehension, and effective teaching and assessment approaches for students in K­12 schools. Among the topics addressed are: reading goals and standards for foreign language learning; socio­cultural perspectives on reading and writing; multimedia computer­assisted reading; interaction between reading and writing; research on teaching reading and writing strategies; effective reading skills and strategies; and performance­based assessments of reading and writing.

Texts: Required

(1) Course Packet Reader – Special Topics in Education, EDRD 620, Teaching Reading/Writing in Foreign/World Languages K­12. Available in the Prince William campus Bookstore. (2) Required: CD Rom 50 Years of Northeast Conference Report – Price = $25 – Make checks payable to (Northeast Conference on the Teaching of Foreign Languages) NECTFL (3) ACTFL Performance Guidelines K­12 Learners: Reading and Writing – found at www.actfl.org (4) Subscribe (free!) On­line Journal, Reading in a Foreign Language http://nflrc.hawaii.edu/rfl (5) Teaching Foreign Languages (TFL) Library Web: www.learner.org

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Optional

(1) Hall Haley, M. & Austin, T. (2004). Content­based second language teaching and learning: An interactive approach. Allyn & Bacon. Boston, MA.

(2) Hall, Joan (2001). Methods of teaching foreign languages . New Jersey: Merill/Prentice Hall.

(3) Carrell, P. (1992). Interactive approaches to second language reading Cambridge University Press.

B. Course Outcomes: Students completing EDRD 620 will ....

1. Be able to demonstrate ability to teach reading and writing in a foreign/second language using the reading goals and standards for K­12

2. Analyze recent research on the socio­cultural perspectives of reading/writing process for students in a foreign/second language

3. Describe developmental stages of reading/writing and suggest appropriate instructional techniques for each.

4. Use scaffolding approaches to teach pre­reading, during­reading, and post­reading strategies

5. Develop assessment activities for use in a foreign/second language reading/writing setting

6. Incorporate multimedia in computer assisted reading in foreign/second language classes

Students will be expected to use a personal computer for preparing course requirements and teaching materials and for engaging in research through the Internet. Students are encouraged to attend any professional conferences in the Metro area.

C C C. .. R R Re e el lla a at t ti iio o on n ns s sh h hi iip p p t t to o o P P Pr r ro o og g gr r ra a am m m G G Go o oa a al lls s s a a an n nd d d P P Pr r ro o of f fe e es s ss s si iio o on n na a al ll O O Or r rg g ga a an n ni iiz z za a at t ti iio o on n ns s s Course Student Outcomes (above)

ACTFL/NCATE Standards Domain

INTASC Principles

1 2c, 3b, 4a, 4b, 4c P7 2. 2a 3b P3 P4 3. 3a 3b P2 P3 4. 2c 3b 4a 4b 4c P2 P3 P4 P6 P7 5. 4b 4c 5a P8 6. 4c P6 Key: TESOL/NCATE Standards and Domains

INTASC = Standards for Licensing Beginning Teachers, where P = principles

1. Knowledge base for teaching in the foreign/ second language classroom. Learn the fundamental concepts of the knowledge base pertaining to ESL, English as a second dialect, and the teaching of other second and foreign languages; second language acquisition, psycholinguistics, sociolinguistics, pragmatics, and language pedagogy.

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2. Utilization of research. EDRD 597 students should be able to understand and critically evaluate second language learning theories and engage in systematic investigation of the knowledge base to inform their own or others teaching practices.

3. Classroom teaching. EDRD 597 students should be able to plan and manage a second language class effectively and be able to evaluate and selectively apply a range of teaching strategies as appropriate to their student’s needs and characteristics. For this purpose, they will need to be able to assess different teaching situations and changing conditions in culturally and linguistically diverse classrooms, so as to select appropriate teaching procedures and adapt to teaching students with differing learning styles and cultural backgrounds.

4. Curriculum. Students will develop the skills needed to design, implement foreign/second language teaching strategies.

The EDRD 620 relationship to National and State Standards include: The American Council on The Teaching of Foreign Languages Standards for Pre­K­12 Students Interstate New Teacher Assessment and Support Consortium (INTASC) Standards National Board for Professional Teaching Standards (NBPTS) Virginia Foreign Language Standards of Learning (SOLs)

The EDRD 620 relationship to professional organizations include: EDRD 597 follows the guidelines and recommendations made by the American Council on the Teaching of Foreign Languages (ACTFL), the National Association for Bilingual Education (NABE), and the National Association for Multicultural Education (NAME). ACTFL along with NABE and NAME, are the largest professional organizations that specialize in research on working with culturally and linguistically diverse populations. They embrace and celebrate cultural and ethnic diversity as a national strength that enriches a society and rejects the view that diversity threatens the fabric of a society. NABE and ACTFL have the more specialized mission of developing the expertise of their members and other educators involved in teaching world languages, to help them foster an effective learning environment while accomplishing the goal of effective communication in diverse settings and oral and written language proficiency while respecting individuals rights and needs.

D. Course Delivery: This course is highly interactive by design. It is predicated upon learning by doing and discovery learning. Assessment is based on performance­based assignments. This class will be engaged in cooperative learning, small group discussions, whole class discussions, peer feedback, short lectures, student­led micro teaching simulations, guest speakers, peer feedback, videos, multimedia, and reflection. Two options are offered on the mid term and final projects. Students are encouraged to select a project that has particular relevance to their own respective teaching circumstance. Rubrics are provided for the teaching simulation and midterm and final projects.

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Students with Special Needs: Students with disabilities that affect their ability to participate fully in the course or who require special accommodations are encourage to speak with the instructor so that appropriate accommodations might be arranged.

Students will be expected to...

1. Attend all class sessions, arriving on time, and actively participate during large and small group discussions and activities. 2. Complete all assignments on time and be aware that points will be taken off assignments that are submitted past the deadline. 3. Purchase a journal to be used for the interactive reading journal and a three­ring binder which will be used to organize all course materials and should be brought to class every week.

COURSE REQUIREMENTS

In­Class Teaching Demonstration 30 points Mid Term Project 25 points Final Project 25 points Interactive Reading Journal, Class Participation 20 points

• Using the designated ratings scale, requirements 1­5 will be added to calculate a final course grade.

GRADE SCORE A 93.0­100 points A­ 90.0­92.9 points B+ 88.0­89.9 points B 83.0­87.9 points

B­ or below

Useful Foreign/Second Language Websites

American Council on the Teaching of Foreign Languages (ACTFL) www.actfl.org Northeast Conference on the Teaching of Foreign Languages (NECTFL) www.nectfl.org National Capital Language Resource Center (NCLRC) nclrc@nicom.com International Reading Association http://www.gsh.org/ira Fairfax County Public Schools (Foreign Languages) http://www.fcps.edu/DIS/OHSICS/forlang/

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COURSE SCHEDULE

INTASC Standards: Principles #1, 2, 4, and 7 ACTFL/NCATE 2a, 2b, 2c Jan 26 Week # 1 – Introductions and course overview. Reading partners. Purposes for reading. Pre­reading Strategies (K­W­L, Anticipation Guide, SQ3R, Graphic organizers/ Inspiration & KidsSpiration). Professional organizations.

Assignment: Subscribe to electronic journal, Reading in a Foreign Language p. 1 of syllabus Article # 2: (Arens & Swaffar), Reading Goals and the Standards for Foreign Language Learning

INTASC = P #7 ACTFL/NCATE 4a, 4b, 4c Feb 2 Week # 2 – Reading Goals and National Standards. During­reading Strategies (Predicting, Drawing pictures, Skipping unknown words). Sample Pre­Reading activity. STUDENTS MUST SIGN UP FOR TEACHING DEMOS. Assignment: Article # 3: (Bamford & Day), Teaching Reading

INTASC = P#2, 3, 4 ACTFL/NCATE 3a, 3b Feb 9 Week # 3 – Teaching Reading Post­reading Strategies (Reading Response Logs, Anticipation Guides, Literacy Scaffolds, Semantic Mapping, Think Aloud, Read Aloud, Echo Reading, Guided Reading, Silent Sustained Reading) GUEST SPEAKER: Richard Culp, Longfellow Middle School Assignment: Search NECTFL CD­Rom for articles on Reading Strategies Article # 4: (Rusciolelli), Student Responses to Reading Strategies Instruction

INTASC = P#2, 3, 4 ACTFL/NCATE 3a, 3b Feb 16 Week # 4 – Reading Strategies // Authentic Tasks for Diverse Learners – Intensive Reading, Extensive Reading, Skimming, Scanning, Bottom­up, Top­down, The Take­Five Model

IN­CLASS TEACHING DEMONSTRATION: Pre­Reading Strategies Assignment: Article # 8: (Day & Bamford) Top 10 Principles for Teaching Extensive Reading

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INTASC = P#2, 3, 4 ACTFL/NCATE 3a, 3b Feb 23 Week # 5 ­ Extensive Reading GUEST SPEAKER: Beatrix Preusse­Burr, Foreign Language Specialist, Elementary Programs IN­CLASS TEACHING DEMONSTRATION: During­Reading Strategies Assignment Article # 1: (Sangrene­Granville) African Folktales: 5 Techniques

INTASC = P#2,3,4 ACTFL/NCATE 2a Mar 2 Week # 6 ­ Using Manipulatives for Teaching Reading and Writing IN­CLASS TEACHING DEMONSTRATION: Post­Reading Strategies Assignment Article # 9: (Adair­Hauck & Donato) The PACE Model Search NECTFL CD­Rom for articles on Using Authentic Materials to teach Reading

INTASC = P#2,3,4 ACTFL/NCATE 2a, 2b, 2c Mar 9 Week #7 – A Story­based Approach // Organizing Content and Planning Lessons Using Authentic Materials IN­CLASS TEACHING DEMONSTRATION – Multimedia Computer­Assisted Reading and Writing Interactive Reading Journals Due Work on Mid­term Projects

Mar 16 Week # 8 – No Class! Spring Break!

INTASC = P#2, 3 ACTFL/NCATE 3b Mar 23 Week # 9—Incorporating The Theory of Multiple Intelligences in Reading and Writing MID TERM PROJECTS DUE APR 7! Assignment: Article # 11 (Shen) The role of explicit instruction in ESL/EFL reading

Mar 30 Week # 10 – Reading and Writing for Meaning Guest Speaker: Felicidad Hunt­Branch, Robinson Secondary School Assignment: Article # 10 (Gascoigne) Documenting the initial second language reading experience: The readers speak

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INTASC = P# 1,2,3,4 ACTFL/NCATE 1b, 3a Apr 6 Week # 11 MID­TERM PROJECTS PRESENTED Assignment: Article # 6: (Vollmer) Sociocultural Perspectives on Second Language Writing Search NECTFL CD­Rom to search for articles on Technology and Teaching Reading

INTASC = P#1,2,3 ACTFL/NCATE 1b, 3a Apr 14 Week #12—Story­based Approach to Teaching Grammar – Pre, During, and Post reading support IN­CLASS TEACHING DEMONSTRATION: Using Authentic Materials/Realia Assignment: Article # 5: (Gascoigne) Reviewing reading: Recommendations versus reality

INTASC = P#8 ACTFL/NCATE 5a, 5b, 5c Apr 20 Week #13 ­ Performance­based Assessment of Reading and Writing GUEST SPEAKER: Paula Patrick, Foreign Language Coordinator Assignment: Article # 7: (Olivares­Cuhat) Learning strategies and achievement in the Spanish writing classroom: A case study; Article #12: (Byrd) Practical tips for peer editing tasks

INTASC = P#8 ACTFL/NCATE 5a, 5b, 5c Apr 27 Week # 14 – Preview of Final Projects / Peer Feedback IN­CLASS TEACHING DEMONSTRATION: Performance­Based Assessment Interactive Reading Journals Due Assignment: Work on Final Project

May 4 Week # 15 – Presentation of Final Projects

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GUIDELINES FOR TEACHING IN­CLASS READING AND WRITING DEMONSTRATIONS

1. Prepare a lesson plan (to be distributed in class) using page one of the template provided. This is to be distributed in class. Page two of the lesson plan is to be completed after your teaching simulation and submitted to Dr. Fulkerson the following week. Your lesson plan should be based on information gained from at least three articles on teaching reading and writing in foreign/second languages that you have read, in addition to the short readings from our weekly assignments.

2. You will work individually for your teaching demonstration. Plan your time carefully. You have a maximum of 20 minutes to deliver your instruction. You may take another 5 minutes to provide background information about the activity and we will take 5 minutes at the end of your demonstration to give you feedback and ask questions from the class.

3. The demonstration should include: • Background information about the method/skill/strategy • The type of class your particular demonstration is intended for, e.g., level of proficiency,

grade level, type of class, etc. • Skills you are teaching and basic objectives of the lesson • Special teacher­made materials; props and realia are strongly encouraged • Possible follow­up activities to the lesson you have presented • How you might conduct assessment of the lesson you have presented, if appropriate • Others you can think of....

4. BE CREATIVE!

5. Spend less time talking about the method/skill/strategy and more time demonstrating it. You may decide to introduce your lesson by describing the method first or you may wish to immerse us in the experience and explain after the demonstration.

6. We will be your students. You may assign us whatever roles and ages you wish.

7. Prepare a handout for the class in addition to your lesson plan. The handout can be short. It might be a summary of some points you have made or it might be sharing something from the lesson you have developed that class members might like to use in their own teaching.

EVALUATION of your teaching demonstration will be based upon the following criteria: q Quality of the complete lesson plan q Engagement and Effectiveness of Segment Presented q Language Proficiency and simulation done in target language q Effective Use of Time q Evidence of Preparation (3 articles referenced) and Reflection (second page of lesson plan) q Creativity (in lesson design and segment presentation) q Accurate Summary q Useful Handout

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Topics for In­Class Teaching Demonstrations

Feb 16 – Week # 4 (1) Pre­Reading Strategies Focus

a. _______________________________________

b. _______________________________________

c. _______________________________________

Feb 23 ­ Week # 5 (2) During­Reading Strategies

a. _______________________________________

b. _______________________________________

Mar 2 – Week # 6 (3) Post­Reading Strategies

a. _______________________________________

b. _______________________________________

Mar 9 – Week # 7 (4) Multimedia Computer­Assisted Reading & Writing

a. _______________________________________

b. _______________________________________

Apr 13 – Week # 12 (5) Using Authentic Materials/Realia

a. _______________________________________

b. _______________________________________

Apr 27 – Week # 14 (6) Performance­Based Assessments

a. _______________________________________

b. _______________________________________

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SAMPLE LESSON PLAN FORMAT Foreign/World Language

Name: _____________________________ School: ____________________ Date: __________

Language: _________________________ Grade/Level: _______________ # of Students: _____

Major Content/Theme/Topic: ___________________ Unit Title: _________________________

ACTIONS (Planning done prior to delivering instruction)

Goals and Objectives Clearly state your broad goals and specific objectives

which identify the content and skills/processes to be taught and formally assessed.

Identify essential questions you want to address.

Content Standards List targeted Standards of Learning for foreign languages

or other content areas to which the lesson is connecting.

ContextClearly describe how the lesson’s objectives and this

lesson in general relate to your broad goals or unit. Explain the major focus of the unit to

which the lesson belongs, and how the lesson relates to the unit. Address any personal, social, cultural and global concerns that

will be relevant to student learning.

Student Assessment Clearly state how you will assess student progress in

meeting the above objectives, including performance criteria (i.e., scoring guides,

rubrics). Be sure to mention both formal and informal assessments.

Resources

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List resources (i.e., all materials including specific technology applications) that will be used

during the lesson.

Procedures Describe the strategies and activities you will use to

involve students and accomplish your objectives including how you will trigger prior knowledge

and adapt strategies to meet individual student needs and the diversity in the classroom. Make sure you remember to

address the three modes of communication as well as an aspect of culture.

IMPACT & REFINEMENT (Prepared after the lesson)

Reflection/Analysis of Teaching and Learning Discuss student progress in relation to the state

objectives (i.e., what they learned with indicators of achievement). Discuss the success of

instruction as it relates to assessment of student progress. Include an analysis of student performance based on assessment results.

Lesson Extension/Follow­up Based on your reflection, discuss plans for subsequent

lessons to reinforce and extend understanding particularly for the students who did not

make satisfactory progress.

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EDRD 620 Interactive Reading Journal

In a standard writing journal, record information to answer the following questions for each assigned reading. Your journals will be collected twice— once on March 9 and then again on April 27.

Date of assigned reading Article title Article author

Before Class Pre­Reading What do you think this article is about from reading the title? Skim the article. Now what do you think the article is about?

During Reading Jot down phrases and/or sentences that you consider important to the central message of the article. Summarize sections of the article as you read and jot down any questions that come to mind.

Post­Reading Summarize the central message of the article in one succinct paragraph. Create at least two in­class discussion questions to which you can’t find an easy answer in the article.

In Class Jot down information that may help answer your critical questions and any other notes you feel helps you understand the ideas of the article.

After Class After class, write a response to your critical questions. Write a general personal response as well that answers the following questions: Did you enjoy the article? Why or why not? What did you find most interesting or meaningful?

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GUIDELINES FOR MID­TERM PROJECT Due April 6, 2006

Resources for Teaching Reading and Writing in Foreign/World Language Classrooms

Option A Objectives:

1. To identify and evaluate materials and resources – print, software, and the World Wide Web – for teaching reading and writing in foreign/second language classrooms.

2. To search for materials of particular interest to you in the areas of teaching reading and writing in order to gain a greater appreciation for the breadth and depth of available resources and how they reflect current practices and research.

Task: To create a library of materials for increasing the reading comprehension and writing proficiency of a particular student population specific to age, grade, and level of language being studied.

Choose a grade or level from one of the following categories that interests you: • Elementary FLES or Immersion (grades 3­6) • Middle School Immersion or Level 1 • High School Levels 1­5, AP, IB

What to do: 1. Identify five (5) resources for the library. Make sure you have a balanced

distribution across print materials, computer software, and Internet websites. Look for a variety of resources, not just in the fields of education and foreign languages. Look for materials that can help you increase the reading and writing abilities of students in the grade or level you chose. You may consider both fiction and non­fiction print materials.

2. Examine the resources as to their effectiveness and appropriateness in terms of content, language, language level, culture, and student interest potential.

3. Prepare a written report – (5­page minimum, double­spaced, 12pt font), on your findings, grouping print, software, and web materials. Provide an introductory section describing the specific purpose of your resource search: For which grade or level was the library intended? What was the primary goal and/or objective for assembling this library? Type each source’s name and publication information in boldface as the subheading to the paragraph where you will review it.

4. Cite at least two assigned readings to support your evaluation of the resources. 5. Provide a one paragraph summary that synthesizes what you have learned from

this assignment. 6. Attach sample pages from the resources that provide evidence for your

evaluation. 7. Include a References page of assigned readings to which you referred in your

report as well as a complete list of materials reviewed.

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Option B

Using Technology to Enhance the Teaching of Reading and Writing in the Foreign/Second Language Classroom

Videotape, HyperStudio, PowerPoint, Clip Art, WebQuest or Other Technology­ based Project

1. Prepare a 30­minute videotape, electronic game/grammar book, Web Page, PowerPoint slide presentation, or other type of technology­based project on a course outline topic of your choice and apply it to a teaching reading and/or writing in the foreign/second language classroom setting. The purpose of the project is to focus on one topic and inform teachers about its implications for teaching.

2. Describe the teacher/student population and their needs (grade or language level).

3. Prepare an informative printed guide to your product to help a novice use it.

4. Make reference to at least two (2) specific articles to add support to this project.

5. Submit your project on both CD and in paper format.

6. Mid­term projects are due on or before April 6, 2006

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EDRD 620 – Teaching Reading/Writing in Foreign/World Language Classrooms Spring 2006 – Dr. Gregory Fulkerson

GUIDELINES FOR FINAL PROJECT

Option A Field Project on Reading and Writing in the Foreign/World Language Classroom

Objectives and Tasks: You will conduct a Field Project in a classroom setting. You are to design and pilot test a reading and/or writing activity. Your project may focus on any of the teaching approaches/skills/strategies we have covered during this course. You will pilot test your activity by trying it out in an actual classroom setting. You will submit a brief, written report on this experience with lessons learned and suggestions for revising your reading/writing activity as well as a complete lesson plan that embeds your activity.

Preparing the written report: In writing up the field project, please be sure to address the following topics: How did you implement the reading/writing activity? With whom? Your self­assessment and reflections on improvement should be the longest section of your report. Include examples of student handouts or teacher materials such as overhead transparencies. Your paper should be no more than three (3) double­spaced (12 pt font) pages in addition to your complete lesson plan.

Option B Reading and Writing Activity Packet

Objectives and Tasks: Develop four (4) original (not photocopied from another source), never­before used instructional and assessment activities for teaching reading and/or writing in a foreign/world language classroom. Describe students, learning needs, instructional objectives and setting. Aim for breadth rather than depth. Base design on assigned class readings. Rather than present detailed lesson plans, provide a research­based rationale and a narrative description of each activity. Include a description of content and materials to be used and how materials will be used.

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EDRD 620: Teaching Reading and Writing in Foreign/World Languages in PK­12 Schools RUBRICS

Points Unsatisfactory Minimal Competent Excellent

In­Class Teaching Demonstrations

30 ­ Did not meet requirements ­ Did not include summary of method chosen ­ Presentation was not faithful to general philosophy and techniques of method ­ Did not use of teacher developed materials ­ Was not flexible in response to students’ spontaneity ­ Did not have class rapport, warmth and enthusiasm of teacher ­Time is not used effectively ­No evidence of preparation (articles referenced) and reflection ­Creativity is not present

­ Met some requirements ­ Included limited summary of method chosen ­ Presentation was partially faithful to general philosophy and techniques of method ­ Included limited use of teacher developed materials ­ Limited flexibility in response to students’ spontaneity ­ Partial class rapport, warmth and enthusiasm of teacher ­Time is somewhat used effectively ­Little evidence of preparation (articles referenced) and reflection ­Creativity was limited in lesson design and presentation

(22­24 points)

­ Met most requirements ­ Included partial summary of method chosen ­ Presentation was partially faithful to general philosophy and techniques of method ­ Included partial use of teacher developed materials ­ Partial flexibility in response to students’ spontaneity ­ Class rapport, warmth and enthusiasm of teacher was present in presentation ­Time was partially used effectively ­Some evidence of preparation (articles referenced) and reflection ­Creativity was present in lesson design and presentation

(25­27 points)

­ Met all requirements ­ Included accurate summary of method chosen ­ Presentation was faithful to general philosophy and techniques of method ­ Included clear use of teacher developed materials ­ Flexibility in response to students’ spontaneity ­ Obvious class rapport, warmth and enthusiasm of teacher was obvious in presentation ­Time is used effectively ­Clear evidence of preparation (articles referenced) and reflection ­Creativity was obvious in lesson design and presentation

(28 ­30 points)

Mid Term Project Option A

25 ­Does not identify and critique library resources ­Materials chosen are not appropriate for the grade/level selected ­Does not adequately identify age, grade and language proficiency appropriateness

­Partially identifies and critiques library resources ­Materials chosen are somewhat appropriate for the grade/level selected ­Partially identifies age, grade and language proficiency appropriateness

­ Adequately identifies and critiques library resources ­Materials chosen are mostly appropriate for the grade/level selected ­Appropriately identifies age, grade and language proficiency appropriateness

­Clearly and concisely identifies and critiques library resources ­Materials chosen are appropriate for the grade/level selected ­Clearly and concisely identifies age, grade and

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Points Unsatisfactory Minimal Competent Excellent

­Does not evaluate materials adequately or fails to include a summary of findings and/or a reference page to meet the page­length requirement ­Analysis does not adequately mention usefulness of materials (i.e. with whom, age, level of proficiency, grade, etc.) ­Does not include adequate sample pages from materials selected ­Appropriate references are not made to at least two assigned readings that support evaluation of resources

­Partially evaluates materials including a summary of the findings and a reference page for a total of at least five pages ­Analysis minimally mentions usefulness of materials (i.e. with whom, age, level of proficiency, grade, etc.) ­Includes some sample pages from materials selected ­Somewhat appropriate references are made to at least two assigned readings that support evaluation of resources

(18­20 points)

­Adequately evaluates materials including a summary of findings and a reference page for a total of at least five pages ­Analysis adequately mentions usefulness of materials (i.e. with whom, age, level of proficiency, grade, etc.) ­Includes appropriate sample pages from materials selected ­Appropriate references are made to at least two assigned readings that support evaluation of resources

(21­23 points)

language proficiency appropriateness ­Masterfully evaluates materials including a summary of findings and a reference page for a total of five or more pages ­Analysis clearly and concisely mentions usefulness of materials (i.e. with whom, age, level of proficiency, grade, etc.) ­Includes exemplary sample pages from materials selected ­Highly appropriate references are made to at least two assigned readings that support evaluation of resources

(24­25 points) Mid Term Project Option B

25 ­Does not prepare a 30­minute videotape, electronic game/grammar book, presentation or other type of technology based project ­Project is not based on a course outline topic ­Project does not apply to a teaching setting ­Does not describe teacher/student population and their needs ­Does not prepare a useful printed guide to product to

­Prepares a 30­minute videotape, electronic game/grammar book, presentation or other type of technology based project ­Project is somewhat based on a course outline topic ­Project somewhat applies to a teaching setting ­Does not clearly describe the teacher/student population and their needs ­Prepares a somewhat ineffective printed guide to

­Prepares an effective 30­ minute videotape, electronic game/grammar book, presentation or other type of technology based project ­Project is adequately based on a course outline topic ­Project adequately applies to a teaching setting ­Describes the teacher/student population and their needs ­Appropriate references are made to at least two

­Prepares a highly engaging 30­ minute videotape, electronic game/grammar book, presentation or other type of technology based project ­Project is appropriately based on a course outline topic ­Project masterfully applies to a teaching setting ­Describes the teacher/student population and their needs

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Points Unsatisfactory Minimal Competent Excellent

help a novice use it ­Does not submit project on either CD or paper format

product to help a novice use it ­Somewhat appropriate references are made to at least two assigned readings that support evaluation of resources ­Submits project on either CD or paper format

(18­20 points)

assigned readings that support evaluation of resources ­Prepares an appropriate printed guide to product to help a novice use it ­Submits project on both CD and paper format

(21­23 points)

­Highly appropriate references are made to at least two assigned readings that support evaluation of resources ­Prepares an effective printed guide to product to help a novice use it ­Submits project on both CD and paper format

(24­25 points) Final Project Option A

25 ­Provides no link between research base and rationale or analysis of practice and includes no sample formats ­Does not support development/analysis by citing assigned readings ­Describes instructional setting, students, and instructional objectives incompletely ­Writes with little clarity or coherence and/or many stylistic errors

­Provides limited link between rationale and analysis of practice ­Does not support developmental/analysis by citing assigned readings ­Describes instructional setting, students, and instructional objectives incompletely ­Writes with some lack of clarity and coherence and/or many stylistic errors

(18­20 points)

­Partially bases rationale and description on research bases and includes simple formats ­Supports development/ analysis by citing assigned readings inaccurately or using few assigned readings ­May describe instructional setting, students, and instructional objectives incompletely ­May write with some lack of clarity and/or consistent stylistic errors

(21­23 points)

­Bases rationale and description on research and includes sample formats ­Supports development/ analysis by citing all assigned and outside reading throughout paper ­Clearly describes instructional setting, students, and instructional objectives ­Writes clearly with few stylistic errors

(24­25 points)

Final Project Option B Lesson Plan

25 ­Prepares activities that are not original, does not base design on required readings, and makes few citations to them to support design ­Provides little description of activities or main points or no rationale

­Prepares activities (some not original) but does not base design on required readings and makes few citations to them to support design ­Provides a limited description of each activity or main point and a rationale that leaves

­Adequately prepares at least four original activities, bases design on required readings, and makes some citations to them to support design ­Provides an adequate description of each activity

­Masterfully prepares at least four original activities, bases design on required readings, and makes citations to them to support design ­Provides a detailed description and analysis of

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Points Unsatisfactory Minimal Competent Excellent

­Describes target population, audience, and instructional objectives in a cursory fashion or not at all ­Writes with little coherence and/or many stylistic errors

many questions unanswered ­Describes target population, teacher audience and instructional objectives in a cursory fashion ­Writes with some lack of coherence and/or many stylistic errors

(18­20 points)

or main point and includes a rationale ­Describes target student population, teacher audience, and instructional objectives sufficiently ­Writes mostly clearly with some stylistic errors

(21­23 points)

each activity or main point, including a rationale for development ­Clearly describes target student population, teacher audience, and instructional objectives ­Writes clearly with few stylistic errors

(24­25 points) Readings, Participation and Attendance

20 ­Missed 4 or more classes, often late ­Seldom complete reading assignments prior to class ­Rarely engage in meaningful class discussion ­ Did not complete most readings before class ­Contents of the Interactive Reading Journal show minimal reflection or analysis. Responses are minimal and lacking in development of ideas

­Missed 3 or more classes, frequently late ­Seldom engage in meaningful class discussion ­Rarely participates actively in class activities ­Seldom provides constructive feedback to peers ­Minimal start to professional development portfolio ­ Completed some homework assignments ­Contents of the Interactive Reading Journal show an attempt at reflection and analysis. Responses are basic and lack development on stated ideas.

(15­16 points)

­Attend most all classes, mostly on time ­Frequently engage in meaningful class discussion ­Often participates actively in class activities ­Often provides constructive feedback to peers ­Completed most readings before class ­Contents of the Interactive Reading Journal show adequate reflection and analysis. Responses are appropriate, clear and adequately presented

(17­18 points)

­Attend all classes, arriving on time ­Engage in meaningful class discussion ­Participate actively in class activities ­Provide constructive feedback to peers ­Completed all readings before class ­Contents of the Interactive Reading Journal exemplify extensive, in­depth reflection and analysis. Responses are relevant, insightful and thorough

(19­20 points)