sistema universitario ana g. méndez school for ... 216 dlp 2011.pdfmorphemes, inflectional and...

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

EDUC 216

Teaching Reading from K to 6th grades

La Enseñanza de la Lectura de Kínder a Sexto grado

© Sistema Universitario Ana G. Méndez, 2010

Derechos Reservados.

© Ana G. Méndez University System, 2010. All rights reserved

EDUC 216 Teaching Reading from K-6th 2

Prep. 2003. Alicia Castillo, Ph. D., Rev. 2011. Marta Gonzalez-Garcia M.A. Ed.

Preparado con la colaboración de:

Prof. Marta González-García M. Ed., Especialista en Preparación de Módulos

Margarita O’Ferral, Evaluadora de Contenido

Sandra Martinez, Evaluadora de Idioma Inglés

Graciela Squillaro, Evaluadora de Idioma Español

Joe Hernández, Evaluador Diseño Instruccional



TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUÍA DE ESTUDIO ...................................................................................................................... 5

STUDY GUIDE ............................................................................................................................ 27

TALLER UNO.............................................................................................................................. 51

WORKSHOP TWO ...................................................................................................................... 57

TALLER TRES ........................................................................................................................... 62

WORKSHOP FOUR .................................................................................................................... 67

TALLER CINCO/ WORKSHOP FIVE ....................................................................................... 72

APPENDIX A: NATIONAL PROFICIENCY LEVELS ............................................................. 77

APPENDIX B - CLINICAL EXPERIENCE OBSERVATION TOOL ....................................... 82

APPENDIX C - CLINICAL EXPERIENCE OBSERVATION REPORT TEMPLATE ............ 94

APPENDIX D: 6-TRAITS WRITING RUBRIC ......................................................................... 96

ANEJO E/APPENDIX E ............................................................................................................ 104

APÉNDICE F/APPENDIX F: WRITTEN WORK RUBRIC .................................................... 105

APPENDIX G: ORAL PRESENTATION RUBRIC ................................................................. 107

APPENDIX H: ORAL PRESENTATION TOPICS .................................................................. 109

APPENDIX I: SELF-ASSESSMENT ........................................................................................ 110

APPENDIX J: RUBRIC FOR ANNOTATED BIBLIOGRAPHIES ......................................... 111

APPENDIX K: KWL CHART ................................................................................................... 113

APPENDIX L: DIARIO REFLEXIVO ...................................................................................... 114

APPENDIX M: ESSAY SCORING RUBRIC ........................................................................... 116

APPENDIX N: E-LAB DOCUMENTATION ........................................................................... 117

APPENDIX O: PORTFOLIO RUBRICS ................................................................................... 118

APPENDIX P: CASE STUDY ................................................................................................... 128



APPENDIX Q: CASE STUDY ACTION PLAN ....................................................................... 130

APPENDIX R: LESSON PLAN ................................................................................................ 131



GUÍA DE ESTUDIO

Título del Curso: La enseñanza de la lectura de Kínder a Sexto grado

Codificación: EDUC 216

Duración: 5 semanas

Prerrequisito: Ninguno

Descripción

Estudio en forma teórica de los aspectos esenciales para la enseñanza de la lectura en los grados

elementales de Kínder a Sexto grado. Se analizan modelos conceptuales y documentos

correspondientes del Departamento de Educación del estado de la Florida. Se examina y se

discute la literatura propia para los grados que se estudian en el curso. Se proveen experiencias

clínicas, laboratorios de destrezas, práctica en el diagnóstico y corrección de dificultades y

estudio de diferentes métodos de enseñanza de la lectura en los grados de Kínder a Sexto grado.

Objetivos de Contenido Generales

Al terminar el curso el estudiante será capaz de:

1. Interrelacionar la lectura con las demás fases del proceso lingüístico.

2. Orientar y analizar programas de lectura, cartas circulares, marcos conceptuales para el

diseño curricular, Estándares de la Florida para la Educación, textos, manuales y guías

del Departamento de Educación que se utilizan para la enseñanza de la lectura en los

grados de Kínder a Sexto.

3. Adquirir y emplear las destrezas de comunicación en forma reflexiva, crítica y creadora.

4. Enfatizar por medio de la lectura los valores sociales, religiosos y culturales aplicados al mundo

en que vivimos.



5. Reconocer que el proceso de comunicación se logra mediante la integración de las artes

del lenguaje.

Objetivos de Lenguaje Generales

Al terminar el curso el estudiante será capaz de:

1. Escuchar: Escuchar, analizar y discutir información relacionada con los temastemastemas

de cada taller.

2. Hablar: Utilizar efectivamente las destrezas de comunicación en discusiones de grupo.

3. Leer: Utilizar el proceso de lectura de manera eficaz mediante el proceso de

investigación.

4. Escribir: Aplicar las reglas gramaticales en inglés y español efectivamente.

Next Generation Sunshine State Standards:

Language Arts-All Levels

Reading Process

Reading Comprehension: The student uses a variety of strategies to comprehend grade level test.

(LA.K.1.7- LA.1.1.7- LA.2.1.7- LA.3.1.7- LA.4.1.7- LA.5.1.7- LA.6.1.7-)

Phonics/Word Analysis: The student demonstrates knowledge of the alphabetic principle and

applies grade level phonics skills to read text. (LA.K.4.1.-LA.1.4.1.-LA.2.4.1.-LA.3.4.1.)

Fluency: The student demonstrates the ability to read grade level text orally with accuracy,

appropriate rate, and expression. (LA.3.1.5-LA.4.1.5-LA.5.1.5)

All English Language Proficiency Standards (Beginning, Intermediate, Advanced) in the areas of

Reading.

“ESOL Performance Standards” (Estándares de la Florida para programas de Inglés como

Segundo Idioma):



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.

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 students.

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 EXPERIENCIA CLÍNICA

Observación de clase y de la infraestructura de la escuela para alcanzar las

responsabilidades diarias. Este proyecto requiere un mínimo horas de observación en una

escuela. Favor revisar sección de apéndices.

La visita y la observación a 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

visita a un salón de clases durante un día (8 horas). En el Taller Uno se entregará al facilitador la

siguiente información: nombre y apellido de la persona contacto, número de teléfono y nombre

de la escuela. El documento debe ser firmado por el administrador a cargo. (Apéndice B, C)

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 una entrevista con el maestro de la clase observada.



Preparar un análisis de caso con uno de los estudiantes que presente rezago académico en

el grupo visitado. (Apéndice P)

Crear un plan de acción basado en el material cubierto en este curso. (Apéndice Q)

Realizar una presentación oral en la cual el estudiante podrá compartir su experiencia con

el resto del grupo. (Apéndice G)

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



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

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*

3.12

Identify reading assessment techniques

appropriate for diagnosing and monitoring

reading progress of LEP students and students

with disabilities in the area of reading.



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.

Textos Recomendados y Recursos

Libro

Robb, A. (2008). Differentiating Reading Instruction: How to meet the needs of each

students.(1st Ed.

). New York: Scholastics, Inc.

Libro Electrónico

http://bibliotecavirtualut.suagm.edu/




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 20 horas de uso en el laboratorio de lenguaje (10 horas en inglés

y 10 horas en español) por curso. Esto iguala al uso del laboratorio de lenguaje por dos

horas semanales para cada lenguaje por curso. 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.

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 la evaluación de los

estudiantes. Ver el Apéndice A para las rúbricas a usarse. . Para evaluar trabajos escritos

en los dos idiomas, el facilitador deberá usar el “ WritingProcess:

SixWritingTraitsRubrics” que aparecen en el Apéndice D.“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.

Evaluación:

Asistencia……………………………………………………………10%

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

Asignaciones escritas, diarios reflexivos, Organizador Gráfico,



Plan de Lección, ensayos, e informes escritos …………………..…...25%

Informe oral, Dramatización, Clase Demostrativa y

laboratorio de idiomas/laboratorio en línea…………………………...25%

Proyecto Final/Experiencia Clínica…………………………………...20%

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

Escala

100-90% = A 89-80% = B 79-70% = C 69-60% = D 59-00% = F

Trabajos por Taller

A los estudiantes se les asignarán tareas en los Talleres Uno al Cuatro para trabajar antes o

durante cada taller. Cada tarea tiene el valor de 10 puntos. No se aceptarán las tareas que no se

hayan completado durante el taller correspondiente.

Ensayo

Durante el Taller Dos se redactará un ensayo cuyo tema es: El proceso de la lectura. Al abordar

el temas, los estudiantes deberán tomar en consideración todos los aspectos del proceso: las

etapas de desarrollo de la lectura de acuerdo a las edades, los diferentes métodos de lectura

utilizados en Florida y las áreas cubiertas en los estándares ya establecidos por el estado.

Deberán incluir los estándares de adquisición de lenguaje de los estudiantes de ELL y los

estándares de los niños excepcionales. (Apéndice M)

Presentación oral

Los temas de la presentación oral se asignarán en el Taller Uno, al igual que la organización de

estudiantes. Los alumnos son responsables de buscar información relacionada con el temas del

Taller Dos. Las presentaciones orales serán trabajadas en grupos en el Taller Dos. Se evaluarán

el trabajo en grupo, el contenido y el lenguaje. (Apéndices D, G)



Bibliografías anotadas

El propósito de las bibliografías anotadas es el demostrar el trabajo investigativo de los

estudiantes acerca de los temas de cada taller. Se completarán y se entregarán dos bibliografías

anotadas en cada taller. Las mismas deben ser escritas de acuerdo al idioma indicado por taller.

(Apéndice J)

Autoevaluación del estudiante

El estudiante debe completar una hoja de autoevaluación en cada taller como aspecto integral del

proceso evaluativo de este curso. El propósito de la autoevaluación es reflexionar acerca del

proceso individual y personal de cada estudiante además de proveer una manera eficaz de

comunicación con el facilitador. Cada hoja auto evaluativa debe ser entregada al final del taller.

La misma tiene un valor de 10 puntos (Apéndice I)

Apuntes por taller

Los apuntes por taller son un requisito esencial en el proceso de evaluación de tres de las cuatro

áreas principales de las artes del lenguaje. Los apuntes permitirán al facilitador evaluar el

dominio de las siguientes áreas: de escuchar, escribir y leer. (Apéndices 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 K)

Plan de lección y Clase demostrativa

Los estudiantes en trabajo cooperativo y basado en el material estudiado en el curso se darán a la

tarea de preparar un plan de lección de lectura cubriendo las áreas de desarrollo establecidas por

el Departamento de Educación. El plan de lección será evaluado como trabajo escrito. Luego de



preparar el plan de lección, los estudiantes estarán a cargo de presentar una clase demostrativa la

cual será evaluada como presentación oral. (Apéndices R)

Portafolio

El portafolio es un instrumento excelente para que usted, futuro maestro, pueda utilizar como

referencia cuando se encuentre en un salón clases. Cada semana debe incluir lo siguiente:

1. Información acerca de los temas de los talleres.

2. Diarios reflexivos y apuntes.

3. Hojas y material recibido de otros estudiantes o del facilitador.

Toda la información del portafolio se debe ser organizar en una carpeta y se debe clasificar por

taller. (Apéndices O)

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del

Sistema Universitario Ana G. Méndez, el cual 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 idioma especificado. Los idiomas serán alternados en cada taller para

asegurar que el curso se ofrezca 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 dentro y fuera de la institución. El

convertirse en un profesional bilingüe es un proceso complejo y exigente. 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

tenga 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 actividades en la clase y presentaciones orales es

extremadamente importante pues éstas 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 que requiera respuesta.

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 sometido 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

SafeAssignTM

de Blackboard será utilizado por los facilitadores para verificar la autoría

de los trabajos escritos de los estudiantes. Es responsabilidad del estudiante de 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,

versión 6. 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 para evitar

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



8. Para que el facilitador pueda hacer cambios a las actividades del módulo o a la Guía de

Estudio, éstos deberán ser aprobados 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 a 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. Algunos de éstosson:

www.google.com

www.ask.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.findarticles.com/

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

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

http://flelibrary.org/




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

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

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

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 temas 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 podrá encontrar las instrucciones para la

certificación de investigación en línea. Estas certificaciones incluyen: Institutional Review

Board (IRB), Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct

for Research Act (RCR).

Si el facilitador o el estudiante requirieran o desearán 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

http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

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




instrucciones para la certificación de investigación en línea. Estascertificaciones incluyen:

Institutional Review Board (IRB), Health Information Portability and Accountability 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

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 de 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, y no

sólo el memorizar las respuestas “correctas” y repetir el significado de otra persona. Como la

educación es intrínsecamente interdisciplinaria, la única forma válida para asegurar el

aprendizaje es hacer de la evaluación

5. parte esencial de dicho proceso, asegurando de que ésta provea a los estudiantes con

información sobre la calidad de su aprendizaje.

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

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

perspectivas que existen en el mundo.

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



STUDY GUIDE

Course Title: Teaching Reading from Kinder to Sixth grade

Code: EDU 216

Time Length: 5 weeks

Prerequisite: None

Description:

Theoretical and practical study of essential aspects needed to teach reading in elementary grades,

kinder to sixth grade. Conceptual models and official documents of the Department of

Education of Florida are studied and analyzed. Examination and discussion of selected literature

appropriate for the grades included in this course. The course includes clinical experiences,

skills development, laboratory, study of diagnosis and correction techniques, and practice in the

use of different methods of teaching reading in grades kinder to sixth.

General Content Objectives

1. Relate reading with the other phases of the linguistic process.

2. Analyze reading programs, memos, conceptual maps for the curricular design, standards

of excellence, texts, modules and guides of the Florida Department of Education that are

used in the teaching of reading from kinder to sixth grade.

3. Acquire and practice communication skills in a reflexive, critical and creative way.

4. Emphasize through reading social values, religious and cultural factors applied to today’s

world.

5. Recognize that the communication process happens through the integration of the

language arts.



General Language Objectives

1. Listen, analyze and discuss information related to the topics of each workshop.

2. Use effective communication skills in group discussions.

3. Use the reading process effectively through the process of research.

4. Apply grammatical rules appropriately in English and Spanish.

Next Generation Sunshine State Standards:

Language Arts-All Levels

Reading Process

Reading Comprehension: The student uses a variety of strategies to comprehend grade level test.

(LA.K.1.7- LA.1.1.7- LA.2.1.7- LA.3.1.7- LA.4.1.7- LA.5.1.7- LA.6.1.7-)

Phonics/Word Analysis: The student demonstrates knowledge of the alphabetic principle and

applies grade level phonics skills to read text. (LA.K.4.1.-LA.1.4.1.-LA.2.4.1.-LA.3.4.1.)

Fluency: The student demonstrates the ability to read grade level text orally with accuracy,

appropriate rate, and expression. (LA.3.1.5-LA.4.1.5-LA.5.1.5)

All English Language Proficiency Standards (Beginning, Intermediate, Advanced) in the areas of

Reading.



“ESOL Performance Standards” (Estándares de la Florida para programas de Inglés como

Segundo Idioma):

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.



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)



Competency 4: Foundations of Differentiation

Has broad knowledge of students from differing profiles, including students including


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. *

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*

3.12

Identify reading assessment techniques

appropriate for diagnosing and monitoring

reading progress of LEP students and students

with disabilities in the area of reading.



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


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.



Recommended Texts and Resources

Libro

Robb, A. (2008). Differentiating Reading Instruction: How to meet the needs of each

students.(1st). New York: Scholastics, Inc.

E-Book


Language Lab Minimum Requirement: Students must demonstrate that they have complied

with 10 hours of language lab usage for each language (English and Spanish) per course. This

equates to the use of the language lab for two hours weekly for each language per course. 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.

Description of Evaluation Process

Evaluation Criteria Workshops Value Percentage

Assignments per

workshop

1-Graphic organizer

Descriptive table

2-Definitions

Exam

3-Description of areas of

Reading development.

List of strategies

Student’s Notes

70




4-Questions

(Running records)

Reflexive Diary

Essay Workshop 2 100

Auto-evaluations Workshops 1-5 50

Worksheet with hours of

language and virtual lab

Workshops 1-5 50

Oral Presentation Workshop 2 100

AnnotatedBibliographies Workshops 1-5 100

Clinical Laboratory

(Written Report and

Oral Presentation)

Workshop 5 100

Lesson Plan

(Written report and oral

presentation)

Portfolio Workshop 5 100

Scale

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



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.

Essay

The topic of the essay to complete on workshop two is the process of reading. The students

should take into consideration all the aspects of learning how to read. The stages of development

according to age, the different methods used in Florida, the areas of reading already established

by the state are topics that should be covered. Include the standards for the ELL and exceptional

education students. (Appendix M)

Oral Presentation

The topic for the oral presentation will be assigned on Workshop One as well as the cooperative

groups. The students are responsible for their information and research of the topic assigned for

Workshop Two. The oral presentations should be planned and organized in groups during

Workshop Two. Team work, Content and Language will be evaluated. (Appendixes A,D,G)

Annotated Bibliographies

The purpose of the annotated bibliographies is to demonstrate the student’s research about the

topics of each workshop. Two annotated bibliographies should be include and turn in each

workshop. They should also be completed accordingly to the language of each workshop.

(Appendix J)



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 I)

Workshop notes

Student’s notes are an essential requirement in the process of evaluating 3 of the four main areas

of language arts. The notes will allow the facilitator to assess the areas of listening, writing and

reading. (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 for

a total of 15 hours and the use of any of the language labs for 5 (2.5 in Spanish and 2.5 in

English). (Appendix N)

Clinical Experience Project

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. 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, C). 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.

Conduct an interview with the teacher.

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

(Appendix P)

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

(Appendix Q)

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

(Appendix G)

Lesson Plan and Demonstrative Class

The students will work in cooperative groups to write a reading lesson plan based on the material

learned in this course and meeting the areas of development as already established by the

Department of Education. The lesson plan will be assessed as a written report. After preparing

the lesson plan, the students will present a demonstrative class which will be evaluated as an oral

presentation. (Appendixes Q, R)

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. Every week must include the following:

1. Information about topics discussed in each workshop.

2. Reflexive diaries and notes.

3. Include the handouts given by your classmates and by the facilitator.

All the information from the portfolio should be neatly organized in a binder and it must be

divided by workshop.



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 English and Spanish, strictly using

the 50/50 model. This means that each workshop will be conducted entirely in the language

specified. The language used in the workshops will alternate to insure that 50% of the course

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

module may specify that both languages will be used during the fifth workshop, dividing that

workshop’s time and activities between the two languages. If students have difficulty with

asking a question in the target language in which the activity is being conducted, students

may choose to use their preferred language for that particular question. However, the

facilitator must answer in the language assigned for that particular day. This should only be

an exception as it is important for students to use the assigned language. 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 format and requires that students prepare in

advance for each workshop according to the course module. Each workshop requires an

average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a workshop must

present the facilitator a reasonable excuse. The facilitator will evaluate if the absence is

justified and 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 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 based on

the students existing grade.

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

based on the students 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. However,

each member will have to collaborate to assure the success of the group and the assessment

will be done collectively as well as individually.

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. If the Facilitator makes changes to the study guide, such changes should be discussed with

and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email address,

phone number, hours to be contacted and days.

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 in 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, 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.eric.ed.gov/

www.flelibrary.org/

www.google.com

www.ask.com

www.pregunta.com



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)

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

The facilitator may make changes or add additional professional educational web

resources, if deemed necessary.

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

administer a questionnaire or an interview, he/she must comply with the norms and procedures






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




http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/



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 website 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), y Responsibility Conduct for

Research Act (RCR).

If you have any question, 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




Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism is a

philosophy of learning 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. As teachers, our focus is on making connections between facts

and fostering new understanding in students. We will also attempt to tailor our teaching

strategies to student responses and encourage students to analyze, interpret and predict

information.

There are several guiding principles of constructivism:

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. And 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 the

assessment part of the learning process, ensuring 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. Describir las etapas de desarrollo de la lectura.

2. Identificar y explicar los componentes principales del desarrollo de la lectura de acuerdo con

los estándares de enseñanza de la Florida.

Objetivos Específicos de Lenguaje:

1. Escuchar: Participar en discusiones de grupo demostrando entendimiento del tema

presentado.

2. Hablar: Expresar ideas en español utilizando el vocabulario académico del taller.

3. Leer: Utilizar el proceso de la lectura eficazmente mediante el proceso de la investigación.

4. Escribir: Escribir dos bibliografías anotadas utilizando la gramática de manera correcta en

español.

Enlaces Electrónicos:

Estándares de enseñanza de la Florida (Next Generation Standards)

http://tools.fcit.usf.edu/sss/

Métodos de enseñanza de la lectura

http://teachingtreasures.com.au/homeschool/reading-methods/reading-methods.htm

Enseñanza sistemática y directa de la lectura

http://www.fcrr.org/Curriculum/curriculumInstructionFaq1.shtm#1

Componentes de la lectura

http://www.fcrr.org/assessment/ET/essentials/essentials.html

Desarrollo de la lectura

http://www.nationalreadingpanel.org/Publications/summary.htm




http://www.fcrr.org/assessment/ET/essentials/essentials.html

http://www.nationalreadingpanel.org/Publications/summary.htm



Etapas del desarrollo de la lectura

http://www.spring-ford.net/staff/dbick/stages%20of%20development.htm

http://www.phonicsteacher.com/Phonics/Five-Stages-of-Reading-Development.htm

http://www.ed.psu.edu/americareads/resources/readingstages.htm

Asignaciones antes del Taller:

1. Acceder los recursos de la biblioteca virtual y buscar información relacionada con las

palabras claves de esta lección (lectura, proceso).

2. Utilizar el enlace de los estándares académicos del estado de la Florida. Prepara un

organizador gráfico indicando los componentes principales del desarrollo de la lectura.

Utilizar el siguiente enlace para acceder organizadores gráficos.

http://www.eduplace.com/graphicorganizer/

3. Buscar información sobre las etapas del desarrollo de la lectura. Preparar una tabla

descriptiva donde se indiquen las etapas y se explique cada una de ellas.

4. Entregar la evidencia impresa de haber utilizado el laboratorio electrónico de idiomas

(Español) durante 1 hora y también 3 horas de uso de la biblioteca virtual.

5. Contactarse con una escuela elemental a fin de cumplir con el requisito de laboratorio

clínico de los próximos talleres. Presentar durante el Taller Uno el nombre de la escuela

y el contacto obtenido.(Apéndice B, C)

6. Buscar información sobre los métodos de enseñanza de la lectura y prepararse para

discutir la información en clase.

7. Documentar dos bibliografías anotadas, incluyendo anotaciones de cada una en relación

al proceso de desarrollo de la lectura.

http://www.spring-ford.net/staff/dbick/stages%20of%20development.htm

http://www.phonicsteacher.com/Phonics/Five-Stages-of-Reading-Development.htm

http://www.ed.psu.edu/americareads/resources/readingstages.htm



8. Comenzar a organizar el portafolio de la clase.

Vocabulario Clave de la Lección

1. Lectura

2. Proceso

Lista de Materiales Suplementarios para el Taller

1. Biblioteca Virtual


2. Bibliografías Anotadas

http://lib.calpoly.edu/research/guides/bibliography.html

http://library.ucf.edu/rosen/annotated.pdf






Componentes de SIOP (Sheltered-InstructionObservationProtocol). Coloque una marca de

cotejo en la (__) en todas las estrategias por componente que se usaran en el taller.

Actividades Integradas de Contenido y Lenguaje para lograr los objetivos del taller

1. El facilitador comenzará la clase con una actividad rompehielos.

2. Se analizarán los objetivos, las expectativas, los criterios de evaluación y el uso de la

Biblioteca virtual y laboratorio de lenguaje.

3. Los estudiantes procederán a la elección del representante estudiantil.

4. En una actividad guiada por el facilitador se discutirán las palabras claves de vocabulario

del taller.

B. Andamiaje

___ Modelaje

X Práctica Dirigida

___ 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

___ Enlaces al Conocimiento Previo

___ Enlaces al Aprendizaje Previo

X Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

X Cognoscitivo

___ Meta-cognoscitivo

X Socio/Afectivo



5. El facilitador organizará un panel educativo y guiara a los estudiantes en la discusión de

las etapas de desarrollo de la lectura.

6. Se presentarán los estándares académicos del área de artes del lenguaje en el proyector

del salón a fin de discutir cada una de las áreas del documento.

7. La clase se dividirá en 3 grupos y cada grupo preparará un organizador indicando los

componentes esenciales en el proceso de enseñanza-aprendizaje de la lectura en la

escuela elemental.

8. Posteriormente cada grupo presentará su organizador gráfico haciendo énfasis en los

ejemplos de cada uno de los componentes.

9. El facilitador colocará carteles con las etapas de desarrollo de la lectura alrededor del

salón. Los estudiantes escribirán los estándares académicos de la Florida de acuerdo al

grado ya la edad correspondiente de la etapa indicada en el cartel.

10. Por ejemplo: Etapa emergente-Estándar (LA.K.1.1.7) Nombrar las letras mayúsculas y

minúsculas del abecedario.

11. El facilitador discutirá con los estudiantes la importancia y la relación entre los

estándares establecidos por el estado y el proceso natural de desarrollo de la habilidad de

leer. (Los carteles completados por los estudiantes se utilizarán en la actividad

cooperativa del Taller Tres) Se completará la autoevaluación.

12. Los estudiantes entregarán la tabla descriptiva, el organizador gráfico y las bibliografías

anotadas pautadas para este taller.

13. El facilitador asignará presentaciones orales para los próximos talleres.

(Apéndice G)



Evaluación

1. Individual- Tabla descriptiva sobre las etapas del desarrollo de la lectura.

2. Grupal-Organizador gráfico acerca de los componentes esenciales del proceso de aprender a leer.

3. Escrito- Bibliografías anotadas (Apéndice J).

4. Oral- Trabajo en grupo para discutir los componentes principales que intervienen en el desarrollo de

la lectura basado en las competencias de la Florida. Trabajo cooperativo y presentación oral del tema.

(Apéndice A)

Cierre del Taller

1. Individual-Autoevaluación- Cada estudiante completará una auto evaluación para determinar

su aprendizaje y participación en clase.(Apéndice I)

2. Grupal- Se completará un bosquejo acerca de los temas presentados. (Apéndice A)



WORKSHOP TWO

Specific Content Objectives:

1. Identify methods, strategies and techniques that facilitate the process of teaching reading.

2. Enumerate and describe instructional reading approaches.

Specific Language Objectives:

1. Listen and reflect about topics been discussed.

2. Use communication skills in the English language effectively during informal group

discussions.

3. Apply grammatical rules correctly on written reports in English.

4. Conduct independent research using a variety of resources to be use on oral presentation.

Electronic Links (URLs):

Florida Next Generation Standards


Teaching Methods


Systematic and Direct Teaching


ELL/ESE Reading strategies

http://www.adlit.org/article/14342

Teaching methods

http://www.ic.arizona.edu/ic/edtech/strategy.html

Instructional reading strategies

http://olc.spsd.sk.ca/de/pd/instr/strats/guided/guided.html






http://olc.spsd.sk.ca/de/pd/instr/strats/guided/guided.html



Instructional reading approaches

http://www.ldanatl.org/aboutld/teachers/teaching_reading/reading_methods.asp

Assignments before the Workshop:

1. Research information about the topic assigned on workshop one for the oral presentations

using resources from the virtual library.

2. Find information related to instructional methods, strategies and techniques to facilitate

the process of teaching reading. Include strategies for second language learners and

exceptional students.

3. Define the following terms in your own words; methods, strategies and techniques.

Explain what are the similarities and differences of each.

4. Write an essay about the process of reading. (Appendix M)

5. Complete the annotated bibliographies required for this workshop.(Appendix J)

6. Complete and document the required 4 hours of the virtual laboratory. One hour must be

dedicated to any of the language labs available (English)

7. Continue working on your portfolio.

Key Vocabulary:

1. Methods

2. Systematic teaching

3. Direct teaching

4. Strategies

5. Instructional approaches

List of Supplementary Materials for the Workshop

1. Virtual library

http://www.ldanatl.org/aboutld/teachers/teaching_reading/reading_methods.asp




2. Theories about Reading

http://www.youtube.com/watch?v=RIz-WGoYzKo

3. Annotated Bibliographies



SIOP Components - Place a checkmark on the (___) for ALL strategies that will be used

in the workshop.

B. Scaffolding

___ Modeling

___ Guided Practice

X Independent Practice

X Comprehensible Input

C. Grouping Options

X Whole Class

___ Small Groups

X 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

X Adaptation of Content

___ Links to Background Knowledge

___ 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=RIz-WGoYzKo





Integrated Activities of Content and Language to achieve (Content and Language

Objectives)

1. Review topics covered on workshop one.

2. Students will complete a KWL chart about the process of reading. The last part of the

KWL will be completed at the end of the workshop. (Appendix K)

3. Divide the class in small groups based on the topics assigned for the oral presentations.

Each group will have one hour to prepare an oral presentation of their topic.

4. Oral presentations about reading instructional approaches will take place. Each oral

presentation should be completed in less than 20 minutes.

5. Students should take notes of the information presented by their peers. The notes will be

needed for an exam at the end of the workshop.

6. Using a graphic organizer, the students, guided by the facilitator will review the reading

instructional approaches presented in class. Clarify doubts and answer questions.

7. Class will be divided in small groups to discuss methods, strategies and techniques to

facilitate the process of teaching and learning reading.

8. Each group will present their findings.

9. Finish the completion of the KWL chart. Turn in the chart to the facilitator.

10. The facilitator will collect the essay assigned to this workshop.

11. Students will complete an auto-evaluation and exam.

12. Discuss assignments for workshop 3.



Assessment:

1. Individual-Essay about the process of reading (Appendix A, F)

2. Group-Small group (Cooperative learning)(Appendix-A)

3. Written-KWL Chart (Appendix K, A)

4. Oral-Oral Presentation (Appendix G,A)

Lesson Wrap-Up (These are activities to determine if all students achieve the workshop content

and language objectives).

1. Individual- Auto-evaluation- Each student will complete an auto-evaluation.

(Appendix I)

2. Group-Exam (Facilitator will prepare an exam about the reading instructional

approaches)



TALLER TRES


1. Analizar y discutir las expectativas en el área de la lectura en los grados de Kínder a Sexto de

acuerdo a los estándares del estado de la Florida.

2. Enumerar y explicar las 5 áreas del desarrollo de la lectura.

3. Identificar y describir estrategias de fluidez y comprensión de la lectura.


1. Escuchar: Escuchar y entender la presentación de la clase mediante la toma de notas.

2. Hablar: Participar en discusiones de grupo y trabajo cooperativo utilizando el uso apropiado

del idioma del taller.

3. Leer: Investigar y leer la información publicada en los recursos disponibles de la biblioteca

virtual a fin de completar las tareas relacionadas con el taller.

4. Escribir: Escribir un diario reflexivo empleando correctamente el vocabulario académico del

taller.


Estándares de la Florida


Métodos de enseñanza


Estrategias de la lectura










Áreas de desarrollo de la lectura

http://www.professionaldevelopmenttools.com/menuView.aspx?id=1


1. Acceder al documento de los estándares de lectura de la Florida y estudiar los requisitos por

grado, incluyendo los nuevos estándares de desarrollo del idioma.

2. Buscar información sobre las cinco áreas de desarrollo de la lectura. Preparar un documento

en el que se incluya cada una de las áreas, una descripción de ellas y dos ejemplos de lecciones

de cada una.

3. Preparar una lista de estrategias de enseñanza para promover el desarrollo de las áreas de

fluidez y comprensión de la lectura.

4. Entregar la evidencia impresa de haber utilizado el laboratorio electrónico de idiomas

(Español) durante 2 horas y también 2 horas de la biblioteca virtual (Inglés).

5. Continuar con la preparación del portafolio.

6. Preparar 2 bibliografías anotadas relacionadas con las áreas y estrategias de lectura.


1. Fluidez

2. Comprensión

3. Estrategias

4. Fonética

5. Análisis de palabras

6. Desarrollo del vocabulario


1. Biblioteca Virtual





2. Bibliografías Anotadas

htt://lib.calpoly.edu/research/guides/bibliography.html


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

cotejo en la (__) en todas las estrategias por componente que se usaran en el taller.

B. Andamiaje

___ Modelaje

___ Práctica Dirigida

X Práctica Independiente

X Instrucción

Comprensible


X Grupo Completo

X Grupos Pequeños

___ Pares



X Escuchar

X Hablar

X Leer

X Escribir

E. Aplicación


XSignificativas y Relevantes

X Rigurosas



A. Preparación

___Adaptación de Contenido

___ Enlaces al Conocimiento Previo

___ Enlaces al Aprendizaje Previo



X Cognoscitivo

X Meta-cognoscitivo

X Socio/Afectivo






Actividades Integradas de Contenido y Lenguaje para lograr los objetivos del taller

(Contenido y Lenguaje):

1. Los estudiantes repasarán los temas discutidos en el Taller Dos.

2. En una actividad guiada por el facilitador se discutirán las cinco áreas de desarrollo de la

lectura utilizando mapas conceptuales.

3. El facilitador estará a cargo de presentar ejemplos, videos o lecciones que modelen la

enseñanza en cada una de las cinco áreas. Los estudiantes tomarán apuntes sobre la

información discutida. Estos apuntes servirán como parte de los criterios de evaluación de

lenguaje

4. Se analizarán los estándares de la Florida incluyendo los designados para estudiantes de

segundo idioma (ELL) por grado, y de acuerdo con las áreas de desarrollo de la lectura

discutidas.

5. El facilitador dividirá la clase en grupos pequeños y asignarán 5 estrategias de enseñanza a

cada grupo. Los estudiantes demostrarán el uso de las estrategias de manera creativa.

6. Los estudiantes discutirán la importancia y propósito del uso de las estrategias para promover

el aprendizaje de la lectura.

7. El facilitador realizará un repaso de los conceptos discutidos y aclarará dudas.

8. Los estudiantes completarán las hojas de autoevaluación.

9. Los estudiantes escribirán un diario reflexivo sobre los temas cubiertos durante el taller.

10. El facilitador discutirá las asignaciones a completar en el Taller Cuatro y recogerá las tareas

asignadas para este taller.

Evaluación

1. Individual- Diario reflexivo (Apéndice L)



2. Grupal-Trabajo en grupo para discutir estrategias de lectura. (Apéndice A)

3. Escrito-Documento sobre áreas de desarrollo de lectura

4. Oral/Auditivo-Apuntes (Apéndice E)

Cierre del Taller

1. Individual-Cada estudiante completará una autoevaluación para determinar su

aprendizaje y participación en clase. (Apéndice I)

2. Grupal-Actividad de repaso.



WORKSHOP FOUR

Specific Content Objectives:

1. Identify and analyze instruments of assessment currently used in Florida.

2. Administer reading fluency tests and running records.

3. Analyze the results of the evaluations.

4. Determine Reading strategies and interventions based on results of assessments.

Specific Language Objectives:

1. Listen and reflect about topics been discussed.

2. Use communication skills in the English language effectively during informal group

discussions.

3. Conduct independent research using a variety of resources.

4. Redact a reflexive diary with correction, clarity and precision.

Electronic Links (URLs):

Virtual Library


Reading assessments

http://www.justreadflorida.com/educators/PrimSecDiagChart.asp

http://www.fldoe.org/eias/dataweb/database_0809/appendi.pdf

Developmental Reading Assessments (DRA)

http://natalierathvon.com/images/DRA_Review-08-25-2006.pdf

DIBELS

https://dibels.uoregon.edu/

Running records


http://www.justreadflorida.com/educators/PrimSecDiagChart.asp

http://www.fldoe.org/eias/dataweb/database_0809/appendi.pdf

http://natalierathvon.com/images/DRA_Review-08-25-2006.pdf

https://dibels.uoregon.edu/



http://www.readinga-z.com/guided/runrecord.html

Florida Assessment for instruction in reading

http://www.fcrr.org/FAIR/index.shtm

The importance of assessment

http://www2.scholastic.com/browse/article.jsp?id=4454

Assignments before the Workshop:

1. Access the electronic links provided in this workshop and read about the different reading

assessments currently used in Florida. Come prepare to discuss them in class.

2. Find information about running records, answer the following questions and bring them to

class. This assignment is part of the evaluation criteria for this workshop.

What is a running record?

What is the purpose of administering a running record? What areas of reading are

evaluated?

What are the running records symbols or marking conventions?

How is a running record administered? Explain.

How is a running record scored and analyzed? Explain.

3. Complete and document an hour of language laboratory in English and three hours of use of

the virtual library.

4. Complete the required hours of Clinical Observation.

5. Continue working on portfolio.

6. Write 2 annotated bibliographies about reading assessment.

http://www.readinga-z.com/guided/runrecord.html

http://www.fcrr.org/FAIR/index.shtm

http://www2.scholastic.com/browse/article.jsp?id=4454



Key Vocabulary:

1. Diagnostic assessment

List of Supplementary Materials for the Workshop

1. Virtual Library



htt://lib.calpoly.edu/research/guides/bibliography.html


SIOP Components - Place a checkmark on the (___) for ALL strategies that will be used

in the workshop.

B. Scaffolding

X Modeling

X Guided Practice

X Independent Practice

X Comprehensible Input

C. Grouping Options

X Whole Class

X Small Groups

X 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






Integrated Activities of Content and Language to achieve

1. Review topics discussed in workshop three.

2. The facilitator will ask the students to mention the names of some of the reading assessments

currently used in Florida. Use of a graphic organizer to make a list of the assessments.

3. The facilitator will choose an activity of his/her preference to discuss the three most current

instruments of reading assessments used in Florida.

4. Discuss each of the questions assigned in this workshop about running records.

5. Facilitator will show the students the following video about how to administer a running

record. Answer and clarify questions.

http://www.youtube.com/watch?v=votEntroeLQ&feature=related

6. The facilitator will discuss the marking conventions and will model their use.

7. Students will work in pairs to complete an activity of reading assessment. (The facilitator

will provide copies of running records and reading fluency passages).

8. The students, after administering the diagnostic tests will analyze the results and will

determine the areas of need of the student.

9. The class will be divided in small groups to discuss the results. Each group will complete a

document with each of the areas of reading development, the student’s needs in each area and

plan activities based on the results.

10. Each group will present their activities to class. (Lesson Plans and demonstrative classes for

workshop 5 will be strictly related to this findings and activities.)

11. Students will write a reflexive diary in which they will analyze the purpose and importance

of administering reading assessments to students.

12. Complete auto-evaluation.

13. Facilitator will collect student’s work and will discuss assignments for workshop five.

Assessment:

1. Individual- Research and Questions about Running Records

2. Group- Hands on activity related to the administration of reading fluency tests.

3. Written- Reflexive diary (Appendix L)

4. Oral- Oral presentation of activities (Small group G)(Appendix A)

http://www.youtube.com/watch?v=votEntroeLQ&feature=related



Lesson Wrap-Up

1. Individual-Auto-evaluation (Appendix I)

2. Group- Small group activity to discuss the results of Reading assessments. (Appendix A)



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!

NOTE: This is a bilingual workshop.

Both the facilitator and student should use

the language assigned for each homework

and activity. DO NOT MIX THE TWO

LANGUAGES!


1. Preparar un plan de lección de lectura basado en los estándares de la Florida.

2. Planificar y demostrar una clase de lectura utilizando destrezas, conceptos y actividades

que faciliten el proceso de enseñanza-aprendizaje.

3. Identificar y demostrar el uso de estrategias de segundo idioma y educación especial en la

enseñanza de lectura.


1. Escuchar: Escuchar y participar en las discusiones de grupo y trabajo utilizando el uso

apropiado de ambos idiomas.

2. Hablar: Expresar ideas en español utilizando el vocabulario académico del taller.

3. Leer: Investigar y leer la información publicada en los recursos disponibles de la

biblioteca virtual a fin de completar las tareas relacionadas con el taller.

4. Escribir: Redactar un plan de lección utilizando correctamente la gramática en español.


Biblioteca Virtual


Estándares de la Florida








Estrategias de la lectura


Métodos y estrategias de enseñanza


Áreas de desarrollo de la lectura



1. Traer recursos didácticos (libros, carteles, marcadores, videos, etc.) relacionados con los

hallazgos que se refieran a las necesidades académicas presentadas y actividades discutidas

durante el Taller Cuatro.

2. Entregar la evidencia por escrito de haber utilizado el laboratorio electrónico de idiomas por 2

horas (español) y también 2 horas de uso de la biblioteca virtual (inglés). El documento a

entregar debe estar sellado o firmado por personal de la biblioteca de la universidad.

3. Completar el documento de laboratorio clínico (Apéndice B, C)

4. Finalizar el portafolio de acuerdo a las indicaciones documentadas en los Apéndices.

5. Escribir 2 bibliografías anotadas con sus respectivas descripciones


1. Objetivos

2. Estrategias de lectura


1. Virtual Library












Componentes del SIOP(Sheltered-Instruction Observation Protocol).

Actividades Integradas: (From 8 to 10 activities per workshop). These activities must be

aligned to the language and content objectives of the workshop. ACTIVITIES FOR ALL

Actividades Integradas de Contenido y Lenguaje para lograr los objetivos del taller:

1. Los estudiantes repasarán los temas cubiertos durante el Taller Cuatro.

2. Los estudiantes completarán individualmente la evaluación del curso.

3. El facilitador dividirá la clase en los mismos grupos de trabajo del Taller Cuatro.

4. Los estudiantes tendrán que completar su última autoevaluación.

5. Entregaran las tareas y el portafolio.

B. Andamiaje

X Modelaje

X Práctica Dirigida

X Práctica Independiente

X _ Instrucción Comprensible


X Grupo Completo

X Grupos Pequeños

X Pares



X Escuchar

X Hablar

X Leer

_X Escribir

E. Aplicación


X Significativas y Relevantes

X Rigurosas



A. Preparación

X Adaptación de Contenido

X Enlaces al Conocimiento Previo

X Enlaces al Aprendizaje Previo



X Cognoscitivo

X Meta-cognoscitivo

X Socio/Afectivo





Integrated content and language activities aligned to achieve workshop objectives:

1. Each group will have 60 minutes to develop a lesson plan based on the academic needs

that were identified and discussed in workshop 4. This lesson plan should include the

five areas of Reading development and should be aligned with the Sunshine standards as

required in the state of Florida.

2. Each group will prepare and present a brief presentation in which they will discuss the

academic needs and objectives of the action plan, in addition each group will have to

present a demonstrative class based on the action plan that was prepared by their group.

3. Students will discuss their personal learning experiences about their clinical hours of

class observation

Assessment

1. The student representative will administrate the class evaluation

2. The student demonstrative class will be evaluated.

3. Students will finish their reflective journal in English.

4. The facilitator will use Appendix A to evaluate the oral language.

Lesson Wrap-up

1. Students working in groups will prepare a summary of what they learned in this workshop.

They need to submit it at the end of this activity.

2. The facilitator will summarize the most important aspects of the course.



Apéndices/Appendix



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



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

Notas/Apuntes

Los apuntes de cada taller servirán al facilitador en la evaluación del dominio de dos de las

cuatro destrezas del desarrollo del lenguaje: escuchar, y escribir.

Nombre/Name:

Fecha/Date



Apéndice F/Appendix F

RUBRIC TO EVALUATE WRITTEN WORK

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

The paper is clear, focused and

interesting. Identifies purpose,

objectives and principal ideas

included in the paper

10

Presentation of ideas is organized,

coherent and can be easily followed

10

The paper properly explains content. 10

The presentation of ideas and

arguments are based in sources

presented, consulted or discussed in

class.

10

The paper demonstrates substance,

logic and originality.

10

The author presents his point of view

in a clear, convincing and well based

manner.

10

Contains well-constructed sentences

and paragraphs that facilitate lecture

and comprehension.

10

Language

Demonstrate a command of standard

English (vocabulary used, syntax and

flow of ideas).

10

Uses grammar appropriately and

correctly.

10

Manages and uses verbs appropriately

and correctly.

10

Total Points 100 (70% content and

30% language)

Student’s total Score:

_______

Student’s Signature: ____________________Facilitator’s Signature:___________________



MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fecha: _______________

Criterio Puntos Puntuación

Contenido

Este trabajo está claro, enfocado e

interesante. Identifica el propósito,

objetivos e ideas principales del

documento o actividad.

10

La presentación de ideas es coherente

y puede ser seguida fácilmente.

10

El documento explica propiamente el

contenido.

10

La presentación de ideas y

argumentos está basada en recursos

presentados, consultados o discutidos

en clase.

10

El documento demuestra substancia,

lógica y originalidad.

10

El autor presenta su punto de vista en

una manera clara, convincente y bien

estructurada.

10

Contiene oraciones bien estructuradas

y párrafos que facilitan la lectura y

comprensión del documento.

10

Lenguaje

Demuestra un conocimiento del

español (vocabulario, sintaxis y flujo

de ideas).

10

Usa gramática apropiada y

correctamente.

10

Maneja verbos y acentuación

apropiada y correctamente.

10

Total Puntos 100 (70% contenido y

30% lenguaje)

Puntuación Total:

_______

Student’s Signature: _________________Facilitator’s Signature:___________________



Apéndice G/Appendix G

PRESENTACIÓN ORAL (INDIVIDUAL/GRUPAL)

Nombre del estudiante: _______________________Fecha:_________________

Criterio Puntos Puntuación 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,

mApéndice de la audiencia, mApéndice 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)

Puntuación del

Estudiante:

________

Firma del estudiante: __________________ Firma del Facilitador: __________________



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: __________________



Apéndice H/Appendix H

ORAL PRESENTATIONS

Topic

Assigned to

Language Experience Approach (Whole

Language)

Phonics method

Developmental guided basal approach

Comprehensive/Balanced Reading

Approach

Reading strategies



Apéndice I/Appendix I

HOJA DE AUTOEVALUACIÓN DEL ESTUDIANTE

Nombre del Estudiante________________________________

Tema:_____________________________________________Fecha :_____________

Estimado Estudiante: Esta autoevaluación no constituye parte de la calificación del curso. Sin

embargo, nos ayudará a reflexionar sobre los aspectos más importantes del mismo. Su sincera

contestación facilitará el proceso en el salón de clases y proveerá al facilitador información

valiosa sobre el ambiente y las estrategias usadas en el salón de clases.

Criterios de evaluaciónPuntuación

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:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________



Apéndice J/Appendix J

Rubric for Annotated Bibliographies

Content 10 points

Excellent

5 points

Average

0 points

Deficient

Total

Correct organization and

format

Sources are interesting and

clearly related to the topic.

Sources are all published

within the last five years.

A variety of research source

was used.

Author is clearly identified.

Citations are structured

correctly according to APA

style.

Annotations summarize and

evaluate the source

Language

No grammatical, spelling or

punctuation errors.

Syntax in English is correctly

used.

Syntax is Spanish is correctly

used.

____/100

____/50

____/0

_____/100

Ejemplos de bibliografias anotadas.

http://library.csusm.edu/subject_guides/research_guides/annotations.pdf

Schmidt, J.Z. (1973). Causes of the Russian Revolution. New York: Herklon.

Schmidt, a Russian history professor at Interstate University, based his research on recently

discovered documents. He reveals that a few Germans played a key role in the events leading up

http://library.csusm.edu/subject_guides/research_guides/annotations.pdf



to the revolution. They provided money, arms, and leadership that helped the revolution get

started. Schmidt's conclusions are radically different from those in Mark Johnson's Why the Red

Revolution?. However, Schmidt's case is somewhat weakened by an anti-German bias, which

was mentioned by two reviewers. Schmidt addresses himself to the scholar, but the concluding

chapters will be clear to any informed layman. The style is heavy and argumentative, with many

footnotes. This detailed account provides new information that will be of interest to scholars as

well as educated adults.

Other resources:

Purdue OWL

http://owl.english.purdue.edu/owl/resource/614/03/

http://www.unc.edu/depts/wcweb/handouts/annotated_apa.html



http://owl.english.purdue.edu/owl/resource/614/03/

http://www.unc.edu/depts/wcweb/handouts/annotated_apa.html




Apéndice K/Appendix K

KWL Chart

K

What I know

(Lo quesé)

W

What I want to know

(Lo quequiero saber)

L

What I learned

(Lo que aprendí)



Apéndice L/Appendix L

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…



Reflexive Diary

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 M/Appendix M

Essay Scoring Rubric

Criteria Value Points Student’s score

Content

Excellent organization ,

enhances readability and /or

understandability of the

report

3

The essay begins with a

clear topic sentence that

states the main idea of the

topic.

3

All other major points are

stated economically and

arranged in logical order.

3

A concluding sentence

effectively brings the essay

to a close.

3

The writer answers his/her

questions thoroughly as part

of the essay.

3

The overall purpose of the

essay is clear and expresses

the main idea and major

points.

3

APA is used accurately and

consistently throughout the

essay.

3

Language

Demonstrates a command

of standard language

(English or Spanish)

(vocabulary, syntax and

flow of ideas.

3

Word choice is consistently

efficient and concise.

3

Uses spelling, punctuation,

and capitalization correctly.

3

Total points 30 Total score:



Apéndice N/Appendix N

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?

(10 hours)

Language Lab

Which language

and program?

(10 hours)

Time

20 hours total Signature

(Conforming the use

of the lab)



Apéndice O/Appendix O

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

Documentation will be organized by workshop, and by type of assignment within workshops.

Workshops will be separated from one another using construction paper or paper of different

colors, with tabs indicating the workshop number.

4. Presentation of the portfolio

Documentation will be posted in a binder and in a digital version (e-portfolio).

The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be placed

at the beginning of the portfolio.

The entire portfolio will follow APA style: Courier or Times New Roman font, size

12, double space, and 1-inch margins. See a “Publication Manual of the APA, Sixth

Edition”

A log of entries that can be expanded with each new entry properly numbered. The

table, which should be located at the beginning, should include a brief description,

date produced, date submitted, and date evaluated (Appendix p).



Introduction and conclusion of the income and outcome of the portfolio.

A list of references and appendixes of all assignments included will be added to the

end of the portfolio.

The Portfolio Informational Sheet will be placed in the transparent front pocket of the

binder for identification purposes .

5. Student-Facilitator Feedback Template: Progression follow-up

The final step in implementing portfolios, before returning them to the student or school life,

is sharing feedback with each student to review the contents, student reflections, and your

evaluations of individual items and all of the work together as related to learning targets

(Banks, 2005).

Facilitators will e-mail a feedback template to all students. This template will contain

information pertaining to weaknesses and strengths found in students’ portfolios (Appendix

R). Facilitators will focus their attention on showing students what is possible and their

progress rather than what is wrong; however, this does not mean that facilitators will not

cover weaknesses and areas for improvement during the conference. Facilitators will send

this feedback template upon completion of workshop one.

Students will also have the opportunity to respond to the facilitator’s feedback and write their

own comments and/or ideas of how to improve the quality of their portfolios, and how to

become better meta-cognitive learners on the feedback template. Students will e-mail the

template with their comments back to the facilitator after every workshop.

6. Portfolio storage:

Portfolio samples will be safely stored for a six-month term on campus.

Students will sign an official document empowering Ana G. Mendez University

System with rights to use their portfolios with educational or accreditation purposes

during this term (Appendix S).

After this term, and if their authors authorize Ana G. Mendez University System to

discard their portfolios by signing an official document, portfolio samples will be

destroyed; otherwise, they will be returned to their original authors (AppendixT).



PORTFOLIO INFORMATIONAL SHEET


Florida Campuses


Check one:

Universidad del Este

Universidad Metropolitana

Universidad del Turabo

Check one:

Undergraduate

Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make valid

judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student learning?

Does the portfolio include students’ self-evaluations and reflections on

what was learned?

Does the portfolio enable one to determine learning progress and current

level of learning?

Does the portfolio provide clear evidence of learning to users of the

portfolio?

Does the portfolio provide for student participation and responsibility?

Does the portfolio present entries in a well-organized and useful manner?

Does the portfolio include assessments based on clearly stated criteria of

successful performance?

Does the portfolio provide for greater interaction between instruction and

assessment?

Adapted from:

Gronlund, N. E. (2003). Assessment of student achievement. 7th

ed. Boston: Pearson Education,

Inc.

Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

Readable: Are entries typed in an appropriate font and size? Are

Teaching Reading from K to 6th

grades 123

Prep. 2010. Marta Gonzalez-Garcia M.Ed

entries free of errors? Do ideas expressed in entries follow a

logical sequence with appropriate transitions among paragraphs

and topics?

Professionalism: Is the appearance of the portfolio professional?

Are graphics, colors and portfolio language consistent with

professional workplace expectations? Is the portfolio presented in

a neat and orderly manner?

Organization: Is the portfolio organized in a manner that makes

it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

Content: Are all required entries included in the portfolio? Are

entries relevant to the content of the portfolio? Do all entries

contain the student’s reaction or reflection on the selected topics?

Do entries provide thorough understanding of content? Resume,

Activities List, Varied Samples of Written Work, Evidence of

Problem Solving, and Evidence of Decision Making.

Authenticity: Are the samples and illustrations a true reflection

of the student’s efforts and abilities?

Growth/Development: Do samples provide thorough

understanding of growth and development related to their field of

concentration? Do items show what the student has learned?

Collaboration: Do items show examples of both individual and

group work? Does the student provide clear understanding of

collaboration, and use collaboration to support his/her learning?

Reflection and Personal growth: Do items show exceptional

understanding of how to be a reflective thinker and how to seek

opportunities for professional growth? Does the student include

self-reflective comments? Does the student reflect enthusiasm for

learning?


grades 124


Professional Conduct: Do items show clear understanding of

ethical behavior and professional conduct? Do items display the

pride the student has in his or her work?

Overall Portfolio Impact

Is this portfolio an asset in demonstrating the student’s value

(skills, abilities, knowledge) to a potential employer or college

representative?

Rating Scale

4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement

Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007.

Adapted 02/10/2007 by Fidel R. Távara, M.Ed.Coordinator of Assessment and Placement

– Metro Orlando Campus

http://www.lcusd.net/lchs/portfolio/rubric.htm


grades 125


Portfolio Assessment Feedback Template

Strengths Weaknesses Improvement Ideas

Facilitator’s

comments

Student’s

response and

comments


grades 126


Use and Return of Portfolio



I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the office of Assessment and Placement to keep a

copy of my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date


grades 127


Use and Discard of Portfolio



I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the Office of Placement and Assessment to keep a

copy of my portfolio for six months and discard it at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date


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Apéndice P/Appendix P

Case Study

Student Name

(Ficticious)______________________________________________________________

Grade__________________________________________________________________

Age____________________________________________________________________

Retained________________________________________________________________

ELL____________________________________________________________________

ESE____________________________________________________________________

Current academic Performance in

Reading_________________________________________________________________

________________________________________________________________________

________________________________________________________________________

FAIR

scores___________________________________________________________________

Edusoft_________________________________________________________________

Benchmarks______________________________________________________________

Classroom

assessments______________________________________________________________

Reading

fluency__________________________________________________________________

Comprehension___________________________________________________________

Other

assessments_____________________________________________________________

FCAT__________________________________________________________________

CELLA_________________________________________________________________

Current Reading Interventions

Tier1___________________________________________________________________

Tier

2_______________________________________________________________________


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Tier

3_______________________________________________________________________

Difficulties in other academic

areas___________________________________________________________________

________________________________________________________________________

Attention Difficulties

(Yes/No)___________________________________________________

Medical

issues___________________________________________________________________

Teacher’s comments

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


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Apéndice Q/Appendix Q

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.


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Apéndice R/Appendix R

Lesson Plan

Introduction

Topic

Grade

Objectives(s)

Phonemic Awareness Activities

Activities for fluency

Activitesfor Reading comprehension

Activitiesforvocabularydevelopment

Standards (Benchmarks)

ELL/ESE Strategies

Vocabulary

Materials

Interventions

Assessment


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Plan de Lección

Introducción

Temas

Grado

Objetivo(s)

ActividadesFonéticas

Actividades de Fluidez

Actividades de comprensión de la lectura

Actividades de desarrollo de vocabulario

Estándares

Estrategias de ELL/ESE

Vocabulario

Materiales

Intervenciones

Evaluación

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