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THE UNIVERSITY OF TEXAS AT BROWNSVILLE
College of Education
Syllabus
Conceptual Framework & Knowledge Base
The conceptual framework contains four core
concepts that are themes through which we
organize and deliver our programs; hence
they are central to our vision of professional
educators and scholars. These include:




Interculturalism
Interrelatedness
Inquiry
Pedagogical Leadership
College of Education (COE) Mission
Statement
 To prepare highly skilled professionals to assume roles and positions in teaching, research,
educational leadership, and human development.
 To provide undergraduate and graduate programs based on proven best practice, knowledge
acquisition, reflective inquiry, critical thinking, and respect for the cultural and linguistically
diverse learner.
 To continuously develop a dynamic local, state, national, and international, dimension that
promotes innovations and contributes to scientific educational, economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fully-accredited and as a
nationally and internationally respected college in the areas of science, mathematics, educational
technology and intercultural dimension (language, literacy, culture and interdisciplinary studies in
regard to preparing teachers, counselors, administrators, educational researchers, and professional at
all levels, not only for the school system but for other economical and service areas which require
training, human resources, development and life-long learning.
Teacher preparation programs of the College of Education will be central to the mission of the
University and will have national prominence. It will be at the forefront in programs for English
Language Learners and, through teacher preparation, P-16 and life-long education initiatives will be a
model for helping to close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the scholarship of its
faculty, and the leadership and service they provide to the local, regional, and national educational
communities in the previously mentioned areas.
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Note: Be advised that the College of Education conducts ongoing research regarding the effectiveness of
the programs. You will receive one survey in the final semester prior to graduation regarding your
program during your time here. A second survey will occur within one year following graduation from or
completion of a program, and will be sent to your employer. This survey will focus on the preparation
received at UTB. Please remember that your response to these surveys is critical to UTB excellence.
Department of Language, Literacy, and Intercultural Studies
EDLI 4367
Teaching Reading to the English Language Learner (ELL)
Prerequisite: Admission into College of Education Teacher Ed. Program
Course relationship in program: NA
Instructor:
Office location:
Contact information: @utb.edu, 882Office Hours:
Day and Time the Class Meets:
Location of Class:
Course Catalog Description:
This course offers the student the opportunity to develop knowledge and instructional strategies for
teaching reading to students of diverse cultural/ linguistic backgrounds. Special emphasis will be placed
on developing oral language proficiency as a prerequisite skill to reading and on instructional strategies
designed specifically to meet the needs of such learners. Field experience is required.
Required Texts:
 Herrell, A.L., & Jordan, M. (2012). Fifty strategies for teaching English language learners.
Boston: Pearson. Please get the most recent edition (4th ed.).
 Course packet, available at the UTB Bookstore for less than $6.00.
 NOTE: A Tk20 account is required for this course. Tk20 is an electronic toolkit used by
candidates and other school professionals to provide evidence that they have mastered state and
professional standards for the profession, as a necessary component of the College of Education’s
assessment program. Additional information regarding Tk20 is available at: https://tk20.utb.edu/
Additional Resources: Additional readings will be assigned.
Course Description Expanded and Purpose of the Course:
This course brings together aspiring secondary teachers who will teach math, science, and English to
emergent bilinguals. Secondary students and their families have many funds of knowledge (González,
Moll, & Amanti, 2005), which we can tap into and extend with contextualized ESL strategies and
disciplinary practices. This course introduces reading comprehension, fluency, vocabulary, writing, and
speaking and listening strategies vis-à-vis ESL, social justice, funds of knowledge, and disciplinary
theories (Moje, 2007). Students will work with children in communities; also they will create a support
system to help their future ELLs.
NCATE standards: This course relates to these College of Education standards for NCATE:
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1 (curriculum), 2 (assessment), 3) field experience, and 4 (diversity).
Course Objectives Aligned with National Council of Teachers of English
(NCTE) Standards:




Domain
Domain
Domain
Domain
I
II
III
IV
Designing instruction & assessment to promote student learning Competencies 1
Creating a positive, productive classroom environment Competencies 5-6
Implementing effective, responsive instruction & assessment Competencies 7-10
Fulfilling Professional roles & responsibility Competencies 11-13
Criterion
NCTE
Standard
1. Assesses a child’s second language acquisition
3.1
stage and academic development in the first language.
PPR
Domain
I
2. Understands the interrelationship between culture,
geography, and language acquisition and use.
2.5
IV
3. Helps a learner to become aware of, and appreciate,
her/his own and others’ cultures.
4. Demonstrates knowledge of oral, written, and visual
literacy practices.
5. Develops appropriate ELA and second language
acquisition goals that are integrated into lessons to
enhance student learning.
6.Uses a range of print and non-print technology to
support ELA teaching.
2.2
I, II, IV
3.2
I
3.1
III
3.6
II, III
7. Demonstrates knowledge of, and skills in, the use of
the English language.
3.1
8. Makes meaningful connections between the ELA
curriculum and developments in culture, society, and
education.
2.5
All
9. Teach the various methods of disciplinary vocabulary
development, comprehension, fluency, writing, and
speaking and listening
10. Relate the foundations of bilingual education and
English language instruction to literacy
11. Demonstrate awareness of students’ and parents’
funds of knowledge, structural inequalities, and service
learning as a pedagogy to inform future teaching
practices
3.1
II
3.1
I, IV
2.5
All
Where Measured
Language and Culture
Project
Test
Language and Culture
Project
Readings
Language and Culture
Project
All course
requirements.
Language and Culture
Project
Support System
Language and Culture
Project
Support System
Group Presentations
Language and Culture
Project
All course
requirements
Language and Culture
Project
Readings
Test I
Group Presentations
All course
requirements.
All course
requirements.
All course
requirements.
UTB Student Learning Outcomes (SLOs) for Service Learning
Through the Language and Culture Project, the student will provide evidence of reflection on service
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learning (SL) activities and will describe what s/he has learned about him/herself as this learning
relates to citizenship.
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3
2
1
Provides evidence of SL
experience and describes
what s/he has learned
about her or himself as it
relates to a reinforced
and clarified sense of
citizenship.
Provides evidence of SL
experience and describes
what s/he has learned
about her or himself as it
relates to a growing sense
of citizenship.
Evidence suggests
involvement in SL activities
generated from expectations
or course requirements
rather than from a sense of
citizenship.
Provides little evidence of
her/his SL experience and
does not connect
experiences to
citizenship.
Calendar
Date
Wk.1
8/27
Wk.2
9/10
Wk.3
9/17
Wk.4
9/24
Wk.5
10/1
Wk.6
10/8
Wk.7
10/15
Wk.8
10/22
Topics
Introductions, course
overview, ESL
concepts, and discuss
Test 1
Community building,
funds of knowledge,
ESL concepts, and
myths and facts
ESL concepts and ESL
strategy lessons
Deficit model and
pathologizing people of
poverty, critical theory,
and ESL strategy
lessons
The first 3 weeks,
grading criteria, slicing,
scaffolding, high
expectations, speaking
and listening
(questioning and
communication skills).
DVD textbook excerpts
Disciplinary books and
also alternative routes
toward fluency
Vocabulary and ESL
strategy lessons
Comprehension and
ESL strategy lessons
Assignments
Complete student
information. Artifact
sharing.
Related
Evaluation Method
Objectives
All
Class discussion
Due: Bring 2 artifacts:
hobby and most important
thing. “Funds of
Knowledge” written
response
Due: Pre-service Learning
Reflection; 7 chapters
(choose from ch’s 1-11)
#1, 2,
6, 7
Class discussion.
Reading assignment
#1, 2,
3, 4, 6
Reading assignment.
Written work/project
Due: “Peddling Poverty”
written response; 7
chapters (choose from ch’s
12-23)
#2, 3,
4, 7, 8
Two unrelated reading
assignments
Due: Test 1 must be taken
in Blackboard by Saturday,
Sept. 29, midnight.
All
Objective test
Due: “My Mother Never
Read to Me…” art and
written response
Due: B (assessments) and 7
chapters (choose from ch’s
24-36).
Due: Lesson plan 1 with
verification and evaluation.
#1, 2,
3, 4
Reading assignment
#1, 2,
3, 4
Reading assignment.
Written work/project
#1, 3, 4
Reading assignment.
Written work/project
5
Wk.9
10/29
Writing and critical
theory
Wk.10
11/5
L2 testing rules in
Texas Discuss tutoring
project. Other ways to
assess students (Sample
Products handout)
Meet in computer lab to
work on Support
System and Group
Presentations.
We will not have a
physical class, but from
4:25-7:05 p.m. today,
you must upload the
Typed Reflection
(under Assignments)
and you should work on
the Support System
during class.
Supporting ELLs.
Synthesizing and
extending course
concepts. Meet in
computer lab again.
Wk.11
11/12
Wk.12
11/19
Wk.13
11/26
Wk.14
12/3
Synthesizing and
extending course
concepts
Wk.15
12/10
Final exam, closure,
and reflections (class is
from 5-7:30 p.m.
Due: “Conversing with
Miguel” written response
and 7 chapter (choose from
chapters from ch’s 37-50)
Turn in thin binders.
#1, 7, 8
Reading assignment
#3, 7, 8
Written work/projects
Due: Lesson plan 2 w/
verification and evaluation.
Turn in Contact
Questionnaire.
Must post by 7:05 p.m.
today: Final Typed
Reflection.
#6, 8
Written work/projects
#3, 6
Written work/projects
Have 3/4 of Support
System finished .
Due: Support System
All
(share docs. w/ peers and
instructor). At least 3
groups will present. Turn in
self/group evaluations and
notes from other
presentations.
Due: Group Presentations,
All
self/group evaluations, and
notes from other
presentations
Due: take home
All
Written work/project.
Presentation and
handout
Presentation and
handout
Final Exam. Class
discussion
Rubrics for Evaluation:
1. Test over ESL Concepts (250 points)
The purpose of the test is for you to synthesize course concepts. Please refer to the study guide to
prepare. Some of the required readings will not be discussed in class, so it is the student’s
responsibility to refer to the study guide for what pages and concepts will be on the exam. This
true/false and multiple choice exam will be evaluated by the number of questions correct; it will be
taken through Blackboard.
2. Language and Culture Project (200 points)
The PPR-related purposes of this assignment are to: gain experience with diverse community
resources, design and implement instruction for ELL’s, gain experience mentoring and teaching recent
immigrants in diverse contexts, and make decisions about strategy implementation. The UTB service
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learning purposes of this assignment are to: gain experience, skills, and knowledge in literacy and
ELL’s for your teaching, and to gain competency in citizenship. The NCTE purposes of this
assignment are stated in the table at the end of the syllabus and at the beginning under course goals.
All 4367 students must upload their work into the Tk20 Portfolio System, which costs $100, and
which can be used for all courses at UTB for 7 years. It can be paid for as a Financial Aid Bookfee at
the B&N Bookstore at UTB.
Because you are directly helping others, writing reflections, and are connecting your experiences to
course content, this is called service learning. You will volunteer for 15 hours (at least 4 visits) for an
organization/agency outside of your paid hours or outside of your student teaching hours. Tutees
must have been in the USA for less than 6 years; they must be at least 10 years old. The tutoring must
relate to your discipline/content area. Reach agreement with the agency contact person about what you
will do, and the date and time you will come. Ensure that s/he knows from the first call or email that
this is just for 15 hours and that you need to tutor a Spanish dominant person 10 or older in your
content area. Here are some ideas for schools. You need a criminal background check done ASAP for
tutoring at a K-12 campus. Go to www.bisd.us and complete the online application through the
Personnel Office.
 Oliveira Middle School, BISD, after-school tutorials for ELLs. Contact: Delia Gutierrez.
Dgutierrez@bisd.us. 548-8530. Possible times: M-Th, 3-5. Also contact the Literacy Coach at
Oliveira. Her name is Ella Rios, egrios@bisd.us Call 548-8530.
 Guadalupe Education Center (free Catholic middle school): Contact Principal Cathy Thomas, 1214
Lincoln St., blue building. 13th and Lincoln, 504-2180. Times/days: 3:30-4:30 (possibly 3:15-4:30)
M-F. You may have to complete a diocese criminal history check or a workshop on “Protecting
God’s Children.” Cathy Thomas will let you know when you meet with her; she wants you to
commit to at least one day/week (e.g., every Monday at 3:20).
 After-school programs at elementary (5th grade only), middle, and high schools. Local district
criminal check required. Please complete the district criminal check at the beginning of each
semester.
If you cannot tutor at a school because of your schedule, please see me. Here are some ideas:
 Proyecto Digna: Contact Miss Alicia Gómez, Carlos Avenue, Cameron Park, 546-7999. You will
turn at the Vela M.S. Crosswalk (Paredes Line Road) onto Carlos Ave. Stay on Carlos; you will see
San Felipe de Jesus Catholic Church on your left. The tutoring center is after the church on the left.
The tutoring is M-Th, 4-6 p.m. Miss Alicia organizes dance and sports in the evenings; check her
schedule to ensure you can get tutoring slots. UTB criminal check required.
 Any one of Brownsville Housing Authority’s (BHA) five learning centers: Contact ONLY Ana
Trejo, who is in charge of the tutorial centers and the paid tutors, 541-8315, Boca Chica BHA
Office. The centers are usually open M-Th, 4-8, except for in-services or if a paid tutor is ill. Go by
the BHA main office and meet with Ms. Ana to give her your official clearance letter from me. Ask
her the locations so you can find a center most convenient for you. UTB criminal check required.
 ESL programs for adults at churches and volunteer organizations in your community. UTB criminal
check required.
Please see the criteria sheet at the end of this syllabus for more information. The required
components are: pre-reflection, assessments, content log, two lessons, contact questionnaire,
and a final reflection. The contact questionnaire will be evaluated on completing your hours and
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the person’s good evaluation of you. The rest of the project will be evaluated based on the
criteria at the back of the syllabus.
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Support System (125 points)
The purpose of this assignment is to develop concrete plans and strategies to support future English
language learners in your classroom. You will pick whichever components add up to 125 possible
points. This will be evaluated on: following directions, demonstrated effort, and depth. Please see the
criteria sheet at the end of this syllabus for more information.
4 Group Presentations, Evaluations, and Notes from Others (125 points)
The purpose of this assignment is to synthesize course material. You may choose to get with a
partner(s) to prepare and perform a presentation for the class. Questions to choose from will be
distributed later. Students must take effective class notes during the semester as part of their
preparation for the Group Presentations; I do not want definitions from the Internet for the Group
Presentations. Each student will be evaluated individually on: presentation (75 points), group
evaluation (10 points), and notes from each Group’s Presentation (40 points). The criteria for the
presentation are: written conventions, providing a handout right before or after the presentation,
following directions, demonstrating effort, staying within time limits, full attendance, doing one’s
share of the work in a timely fashion, correct information, feedback from group members (based on
the self/group evaluation form), and consideration of your team members. The notes and reflections
when others present will be evaluated on demonstrated effort and depth. Please see the file in weekly
modules for more information.
5. Readings (200 points)
The purpose is to synthesize and apply course content. Assignments are to be turned in when class
starts. They will be considered late if they are turned in more than 15 minutes after class begins. As
stated in the academic honesty policy of this syllabus, you cannot collaborate on reading assignments.
Emailed, faxed, or late assignments are not accepted. Each homework assignment is worth 22.2 (9
assignments by 22.2 points each = 200 points). These assignments are: Funds of Knowledge (either
English, science, or math article), ch’s 1-11, Peddling Poverty for Profit article, ch’s 12-23, My
Mother Never Read to Me article, Conversing with Miguel article, ch’s 24-34, chapters 37-50, and a
¼” or thinner notebook/binder of all class notes (with dates and key concepts, words, and definitions);
if you are absent, you are responsible to get notes from a peer so your binder is complete. Readings
will be evaluated on demonstrated effort, following directions, and a clear demonstration that you
read the entire required readings carefully and correctly.
You will choose seven strategies/chapters to write about for a week a textbook assignment is due. You
are to read all of the assigned chapters for that week, but you will choose your seven favorite. This is
the exact format you need to use for the chapters; you must use these headings:
Strategy 1: TPR, pages 84-87 of H & J
Brief paraphrased description: The teacher calls out a command, physically models it, and the
students physically do what s/he says.
Content modifications: As an English teacher who would like to teach sophomores, I would tell
my students to go get their journals and copy the prompt from the board. Next, I would walk
over to where the journals for their class period are located. I would pick up a journal, bring it to
my desk, and look at the prompt on the board. I would then act like I am writing. Next, I would
have the students physically do what I say. I could also play Simon Says with them for books
and supplies.
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For the “Funds of Knowledge” article you will need to write at least a one paragraph summary and at
least a one paragraph explicit application to your future teaching.
For “Peddling Poverty for Profit” you will write at least 2 pages of handwritten notes taken
throughout the article and also which four ideas you think you can apply as a teacher and why from
the last part of the article, Authenticating Anti-Poverty Education.
For the “My Mother Never … ” article, you will draw a picture of your favorite part of the article and
also yourself into the scene (fly on the wall, a character, etc.). You will write on the back: why this
was your favorite scene and why you drew yourself as a certain object/character; demonstrate you
read the article carefully in the written part. Drawing and writing that appear to have taken less than 3
mins. to do each will receive a lower grade. Stick figures are fine, as long as the drawing shows
detail/effort.
For “Conversing with Miguel” you will write at least three different things you learned from the
article that you can apply to your future teaching (at least ½ page typed or 1 p. handwritten).
6. Final (100 points)
The purpose is to synthesize course material. You will type an essay on what you have learned in the
class, and what you can apply to your teaching. Please discuss all facets of the course: textbook, class
discussions, group presentations the last three weeks, the Language and Culture assignment, and the
Support System Assignment. You will give me the hard copy of your essay and will present what you
learned and what you can apply to the class. You must type answers to these questions. You must
come to class to give the professor your typed essay and to discuss your essay in person with the class.
Your answers (excluding the space for the questions), must be at least three full pages, with 12 size
font, double spacing, and 1” margins.
25%
20%
12.5%
12.5%
20%
10%
100%
GRADING SUMMARY
250
Test 1
200
Language and Culture Project
125
Support Systems
125
Group Presentations, Evaluations, and Notes
200
Readings
100
Final
1,000 points
GRADING SYSTEM
Partial evaluations will be made with numbers (exams, tests, papers, presentations and so on). Letter
grades of “A” through “F” (course final grade) will be awarded based on the following scale:
A+
A
A-
98-100
93-97.9
90-92.9
4.00
4.00
3.67
B+
B
B-
87-89.9
83-86.9
80-82.9
3.33
3.00
2.67
C+
C
C-
77-79.9
73-76.9
70-72.9
2.33
2.00
1.67
9
D+
D
D-
67-69.9
63-66.9
60-62.9
1.33
1.00
0.67
F
Failure
0.00
Incomplete Grades: A grade of Incomplete (I) may be given at the discretion of the instructor to a
student who has been unable to complete the course requirements due to a serious interruption not
caused by the student’s own negligence.
Course Policies
1. Attendance is mandatory. Late arrivals, early exits, and absences will affect your course grade.
Absence from three classes will constitute a loss of a letter grade. Students who miss four classes
will be dropped from the course. Any early exit or tardy totaling over 1/3 of a class session will
constitute an absence. Five early exits or late arrivals after 15 mins. will constitute one absence.
2. The instructor reserves the right to make changes in the syllabus as deemed necessary. Students
will be notified of any and all changes. It will be necessary to check the e-mail you registered in
Blackboard at least two times a week to read messages from your professor or class members.
3. Cell phones are not to be used during class, unless specified by the instructor; computers should
only be used in class for class-related work; otherwise they should be stored away.
4. Please use correct written conventions and diplomacy when communicating with the instructor via
email. Please note: 20% will be deleted from any assignment that has more than 10 errors in
written conventions. If students have serious writing problems, they will be required to resubmit
work that is not on par, and they will be required to demonstrate they received help for their
writing at the Learning Enrichment Center.
5. If a student decides to withdraw from this class, it is his/her responsibility to complete the
paperwork. If the student’s name appears on the roster at the end of the semester, he/she will
receive the grade earned.
6. No late work will be accepted. No rewrites will be accepted on major assignments turned in after
the due date. Turn in what you have done the day it is due; this is better than having an entire
grade affected. A family member/friend can turn in work for you or you may turn assignments in
early. I cannot accept emailed or faxed assignments, but you may post your work in the
Discussion Board of Blackboard if you are going to be absent.
7. As per the Scholastic Dishonesty statement in this syllabus, all work turned in for a grade must
represent that student’s original work and thinking. Please cite anyone’s work used and refrain
from using more than 20% of another person’s work.
8. Students may earn no more than 50 points extra credit; points will be added only in the extra credit
column in Blackboard. They will not be attached to an assignment grade.
INSTITUTIONAL POLICIES
SATISFACTORY ACADEMIC PROGRESS
UTB/TSC monitors academic progress every fall and spring semesters to identify those students
who are experiencing difficulty with their courses. Satisfactory Academic Progress (Sap) is based
upon two components: GPA of 2.0 or higher and successful course completion of at least 70% of
course work attempted. Students remain in good standing with the university and Financial Aid
when both criteria are met. Students who do not maintain these required minimum standards will
be placed on probation or suspension as appropriate. The complete Satisfactory Academic
Progress policy and the Undergraduate Satisfactory Academic Progress for Financial Aid policy
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can be found in the current Undergraduate catalog. For more information, please visit
http://blue.utb.edu/vpaa/sap
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the
possibility of failure in the course and expulsion from the University. Scholastic dishonesty
includes, but is not limited to, cheating, plagiarism, collusion, and submission for credit of any
work or materials that are attributable in whole or in part to another person, taking an examination
for another person, any act designed to be unfair advantage to a student, or the attempt to commit
such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the
University, Policies on scholastic dishonesty will be strictly enforce. (Board of Regents Rules and
Regulations)
STUDENTS ACADEMIC RESPONSIBLILITIES
Students are expected to be diligent in their studies and attend class regularly and on time.
Students are responsible for all class work and assignments. On recommendation of the instructor
concerned and with the approval of the Dean, students may, at anytime, be dropped from course.
This may result in a “w” or “F” on the student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic continuity Program, academic course,
partially or entirely, will be made available on the MyUTBTSC Blackboard course management
system. This allows faculty members and students to continue their teaching and learning via
MyUTBTSC Blackboard http://myutbtscblacboard.com, in case the university shuts down as a
result of a hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying faculty
members and students of their responsibilities as a hurricane approaches our region. If the
university is forced to shut down, faculty will notify their course(s). To receive credit for a course,
it is the student’s responsibility to complete all requirements for that course. Failure to access
course materials once reasonably possible can result in a reduction of your overall grade in the
class.
To facilitate the completion of class, most or all of the communication between students and the
institution, the instructor, and fellow classmates will take place using the features in your
MyUTBTSC Blackboard and UTB email system. Therefore, all students must use Scorpion
Online to provide a current email address. Students may update their email address by following
the like titled “Validate your e-Mail Account” in MyUTBTSC Blackboard Portal. In the event of
a disaster, that disrupts normal operations, all students and faculty must make every effort to
access an internet-enabled computer as often as possible to continue the learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request accommodations in
this class should notify the Disability Services Office early in the semester so that the appropriate
arrangements may be made. In accordance with federal law, a student requesting accommodations
must provide documentation of his/her disability to the Disability Services counselor. For more
information, visit Disability Services in the Lightner Center, call 956-882-7374, or e-mail
steve.wilder@utb.edu.
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INDIVIDUAL PROFESSOR’S CRITERIA SHEETS FOR MAJOR PROJECTS
NCATE Key Assessment 8: Language and Culture Project (200 points)
You must work with an emergent bilingual (at least 10 years old) who has been in the USA for fewer than
six years to complete: a pre-reflection, informal assessments, two lessons, a final reflection, and a contact
questionnaire. This field experience course requires 15 hours of hands-on teaching experience. You will
help the child in your content area and certification level for at least 4 visits. The contact questionnaire is
evaluated on the contact person’s good evaluation of you for the 15+ hours. Please do not use any real
names or identifying information about the tutee or site. All 4367 students must upload their work into the
Tk20 Portfolio System, which costs $100, and which can be used for all courses at UTB for 7 years. It can
be paid for as a Financial Aid Bookfee at the B&N Bookstore at UTB.
Part A: Pre-reflection. (20 points). This must be done before you meet the tutee. Please answer all
questions.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Your name, major and grade level certification:
Name and location of the school and the contact person’s name and phone number
Days/times you will tutor there (Before you write this, please get the contact person’s O.K.)
What are your strengths in your discipline (major)? What are your family funds of knowledge (strengths,
knowledge, and abilities)? How can you use your strengths to improve the motivation and learning
processes of your tutee?
What experience do you have with service learning (SL)? (SL in education is content-related work with
children who have difficult circumstances. Writing reflections and discussing the experience in class, and
connecting it to course content, are also important in SL.)
What do you think you’ll have in common with your tutee(s) (race, social class, gender, ethnicity, ethnic
identity, immigrant experience, hobbies, etc.)?
How do you think you and your tutee(s) will be different (race, social class, gender, ethnic identity,
immigrant experience, etc.)? Hypothesize this if you haven’t met the tutee yet.
How do you believe the things you just wrote will influence the lessons you design and execute with the
child?
What strengths (funds of knowledge) do you think your tutee and her/his family will have?
What do you think you’ll learn from your tutee(s)?
What anxieties or questions do you have?
Part B: Assessments to Contextualize Instruction
1. Building Rapport (20 points)
a) Explain how you introduced yourself to the child (studying to be a teacher, attending UTB, the
emphasis of this course, a little about your family, etc.).
b) Tutee’s introductory information: pseudonym (fake name you both create), age, grade level, and
how long respondent has been in U.S. schools.
c) Have the tutee rank in order (1-7) the following activities in order of preference (1=favorite and
7= least favorite).
_____ Art
_____ Math
_____ Music (listen to it, play it, or sing it)
_____ Dance or sports
_____ Language (reading, writing, speaking, or listening)
_____Technology (video games, texting, surfing the Internet, etc.)
_____ Nature (planting, being outside)
d) Tutee’s wish for the tutoring sessions: What subject do you want more help in? What are your
greatest needs in reading (sounding out, vocabulary, comprehension, etc.), or writing (vocabulary,
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grammar, spelling, punctuation, etc.), or ______ content area?
e) Tutee’s wish for teachers: “What suggestions do you have for me as a new teacher who will have
English language learners in her/his classes?”
f) What are your strengths (things you do well)?
g) My own family is known for ………barbequing, fixing up cars, and being teachers (etc.). These
are things we pride ourselves in. What are things your family is good at? (Talk to the child about
how we may look alike, but that we have different cultures and different family funds of knowledge
or strengths.)
h) What do you think are your biggest obstacles in school?
i) Do you like reading?__, …writing?__, math?__, science?__
j) What do you want to be when you grow up?
k) What have been your schooling experience in __ language? (How many years did you learn to
read and write in school in that language?)
l) How important is college in your career goal?
m) Analysis: Write the tutee’s answers for each item and a one-paragraph interpretation of how
your conversation went. What insights did you gain about language and also culture? What were
you able to help the child realize about her/his own culture and your culture? Based on this
interview, what will be your focus with this tutee?
2. 24-hour Content Log and Analysis (15 points)
Instructions: Depending upon your discipline, you will develop a reading, math, or science content
log. The form is available through Blackboard. The log is to determine how the child perceives your
content area so you can plan the lessons better; also the log helps children to recognize they use the
selected discipline authentically (outside of school work). If the child gets stuck, help her or him
with examples. The questions will require tutees to discuss how they use the selected discipline
when: getting ready for the day, going to school, during school, doing homework, and during free
time (after school and on weekends). Analysis: On the back of the form or on a stapled piece of
paper, answer these questions: How does the tutee use your content area in her/his life? Why do
you suppose this? How did s/he respond to your ideas about how your discipline is involved in
everything the tutee experiences? Why do you suppose this? How do the child’s responses help you
to plan the lessons?
Part B: Lesson Planning (50 points each/100 points total).
Instructions: You must complete and execute at least two 30-minute+ lesson plans with the tutee on
two separate visits. The objective, strategy, materials, and evaluation must match her/his strengths,
needs, interests, and funds of knowledge. You must use ESL or literacy strategies learned in our
class.
Example: Juan loves low riders and since you’re a math teacher, you develop a lesson about lowriders that involve her/his greatest math need. You also use a strategy learned in our course. You
may earn an A+ on this lesson plan, providing you followed the other directions.
Non-example: Juan loves low riders and you’re a math teacher. You give him a worksheet from a
publisher with generic STAAR story problems (from our State test). This earns you an F.
Lesson Requirements:
Contextual Factors: Your name, your content area, student’s code name, date of lesson, and place
where tutoring took place. Rationale: Discuss the tutee’s significant interests, needs, and strengths in
your subject area, her/his family funds of knowledge explicitly, her/his academic development in the
first language (did s/he learn how to read and write in her/his first language for at least three years in
a formal school setting)? Explain what stage of language development you believe s/he is in:
preproduction, early production, speech emergence, or intermediate fluency. Provide at least three
reasons why you believe this (length of time in U.S., specific problems with listening or speaking, a
comment s/he made, etc.). Discuss whether the tutee is a Generation 1.5 learner and give at least
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three reasons why you believe this)
Disciplinary Objective: Write this in measurable terms: The Learner Will (TLW…. ). This is
specific to your subject area and is something you can see or hear the tutee do.
Language Objective: Reading, writing, speaking, and listening skills in the L2. This means
language to develop communicative competence. Write measureable terms. TLW….
Materials: List all materials and sources you will use, e.g., markers, scissors, laptop with internet,
specific realia and manipulatives, specific name of Internet article or game, specific name of
children’s book and the author, etc. Attach to the back of the lesson the 2D materials; include a
photo of 3D materials; and where applicable, the URL. If you used a book or any text, include a
copy of the parts used in the lesson. No worksheet, phonics coloring pages, or test-preparation
materials are allowed. The materials you select must be contextualized and must match all facets of
the lesson.
Lesson Topic: Concisely state the lesson’s theme (e.g., Butterflies and Writing).
Strategy: Name and explain the strategy from our textbook, course packet, or class sessions.
Madeline Hunter Lesson Format: Include, in this order: 1) Anticipatory Set: Connect the lesson to
the tutee’s background and capture her/his interest. 2) Direct Instruction: Show, demonstrate, or
model. 3) Guided Practice: Practice with the tutee and check for understanding. 4) Independent
Practice: Have the tutee do it alone. Closure: Have the tutee share her/his work. This is also where
you ask what was learned and liked and where you check her/his new skills and knowledge, and
wrap up the lesson.
Verification: Include evidence the lesson was done (student writing or drawing, photos, recording,
etc.)
Post-lesson Evaluation: This part must be written after you conducted each lesson with the child.
1) Explain if the tutee liked the lesson and how you know this.
2) Explain if s/he understood it and how you know this (e.g., answering questions correctly,
paraphrasing, etc.). This must be what the child learned from participating in the lesson, e.g., skills
learned, attitude regarding your subject changed, etc. Do not discuss only how s/he performed; focus
instead on what you taught her or him and how you know s/he learned from you.
3) Explain how the tutee used reading, writing, speaking, listening, and viewing and creating
images for different purposes (asking and answering questions, telling a story, drawing a
picture, writing a summary, etc.)
4) Discuss how you could improve the lesson.
Part C: Final Reflection (35 points): This must be completed at the end of the entire project. Please copy
and paste these questions. Reflect on all of your time with the tutee.
 Commonalities: What did you find in common with your tutee(s) (race, social class, gender,
ethnicity, ethnic identity, immigrant experience, hobbies, etc.)?







Differences: What were differences between you and the tutee(s) (race, social class, gender, ethnic identity,
immigrant experience, etc.)?
Funds: What funds of knowledge did your tutee have? Were your predictions correct? Why? Why not?
Social Justice: What have you learned about social justice and structural inequalities?
Your Citizenship: What did you learn about yourself and citizenship (helping the community) through this
experience?
Service Learning in Education: What have you learned from this project about service learning in
education? (See the pre-reflection question for a service learning definition.)
Impact on Future Teaching: How do your answers to questions 1-6 impact you as a future classroom
teacher?
Your Classroom SL Plans: What specific SL learning projects could you get your future students involved
in that explicitly relate to the ELA curriculum?
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

Culture: How did you help the tutee to learn about her/his own culture and others’ cultures through this
experience?
Language, Culture, and Geography: What have you learned about the English and Spanish languages, code
switching, and first and second language acquisition and the influence of culture and geography on
language use? (learners who are Generation 1.5 versus recent immigrants with strong academic
foundations, the influence of country borders and code switching, contexts for code switching, purposes for
using Spanish versus English, etc.)
Part D: Contact Person’s Questionnaire (10 points)
This has no NCATE rubric. It will be graded on completeness, the total hours done, and the contact
person’s good evaluation of you. Print the questionnaire form from Weekly Modules (in Blackboard). The
tutorial session must be initialed by the adult supervisor every time you meet with the tutee. All parts of
the Contact Questionnaire must be completed by the time you turn it in. * 0 points will be earned for this
project if successful completion of the service cannot be verified
2f. Scoring Guide
MET
Criteria
Unacceptable
(1)
1. Lesson 1:
Does not assess the
Assesses a
child’s academic
child’s second
experiences in the L1
language
appropriately. Does not
acquisition stage include an accurate
and academic
estimation of the child’s
development in stage of language
the first
development, nor an
language.
accurate discussion of
NCTE Standard: whether the tutee is a
3.1
Generation 1.5 learner.
2. Final
Reflection:
Understands the
interrelationship
between culture,
geography, and
language
acquisition and
use. NCTE
Standard: 2.5
Does not discuss
appropriately what the
candidate learned about
first and second language
acquisition and the
influence of culture and
geography on language
use.
Unacceptable
(2)
For the first lesson,
assesses the child’s L1
academic experiences and
their impact on L2
development. Estimates
the child’s stage of
language development
and gives at least two
reasons. Discusses
whether the tutee is a
Generation 1.5 learner;
gives at least two
appropriate reasons.
(Must do all adequately.)
Target
(3)
For the first lesson,
assesses in depth and
appropriately: the child’s
L1 academic experiences
and their impact on L2
development. Accurately
estimates the child’s stage
of language development
(with at least three
reasons), and discusses in
detail whether the tutee is
a Generation 1.5 learner
(with at least three
reasons).
Discusses appropriately
what the candidate learned
about first and second
language acquisition and the
influence of culture and
geography on language use.
Discusses in depth and
appropriately what the
candidate learned about first
and second language
acquisition and the influence
of culture and geography on
language use.
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Does not appropriately
discuss insights the
candidate gained about
culture, nor how s/he
helped the child to
understand the child’s
culture and the candidate’s
culture.
Discusses the insights the
candidate gained about
culture and how s/he helped
the child to understand and
appreciate the child’s
culture and the candidate’s
culture. (Must do all
adequately.)
Does not develop
appropriate materials and
strategies to engage the
tutee in varied
communication practices;
NCTE Standard: 3.2 does not explain accurately
how the tutee used reading,
writing, speaking,
listening, and viewing and
creating images for
different purposes.
Develops materials and
activities to engage the tutee
in varied communication
practices and also explained
how the tutee used reading,
writing, speaking, listening,
and viewing and creating
images for varied purposes.
(Must do all adequately.)
Developed and
demonstrated
implementation of two
lessons with different
materials and activities.
3.Rapport
Building and
Final Reflection:
Helps a learner
to become aware
of, and
appreciate,
her/his own and
others’ cultures.
NCTE Standard:
2.2
4. Lessons:
Demonstrates
knowledge of oral,
written, and visual
literacy practices.
5.Lessons:
Develops
appropriate ELA
and second
language
acquisition goals
that are
integrated into
lessons to
enhance student
learning. NCTE
Standard: 3.1
6.Lessons: Uses
a range of print
and non-print
technology and
media to support
ELA teaching.
NCTE Standard:
3.6
The candidate does not
include appropriate
language and content
specific objectives that
relate to each lesson.
Objectives and lesson
facets do not match the
tutee’s language
acquisition and
development well.
Does not include and
explain appropriate lesson
resources, nor includes
media (with URLs or
photocopies).
Discusses in depth and
appropriately: insights the
candidate gained about
culture and how s/he helped
the child to understand and
appreciate the child’s culture
and the candidate’s culture.
Develops appropriate
materials and activities to
engage the tutee in written,
oral, and visual
communication practices;
explained completely and
accurately how the tutee
used reading, writing,
speaking, listening, and
viewing and creating images
for varied purposes.
Developed and demonstrated
implementation of two
lessons with different
materials and activities.
The candidate includes
The candidate includes
language and ELA
appropriate, complete, and
objectives that relate to the measurable language and
lesson. Objectives and most ELA objectives that relate to
lesson facets match the
each lesson well. Objectives
tutee’s language acquisition and all lesson facets match
and development. (Must do the tutee’s language
all adequately.) Developed acquisition and development
and demonstrated
well. Developed and
implementation of two
demonstrated
lessons and has different
implementation of two
objectives for both.
lessons and has different
objectives for both.
Appropriately includes and
explains all lesson
resources, which match the
lesson. (Must do all
adequately.) Developed and
demonstrated
implementation of two
lessons as has different
resources for both.
Fully includes and explains
appropriate lesson resources
and includes effective and
different media, which
match the lesson.
Developed and demonstrated
implementation of two
lessons as has different
resources for both.
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7.Lessons:
Demonstrates
knowledge of,
and skills in, the
use of the
English
language. NCTE
Standard: 3.1
Lessons and post-lesson
evaluations have poor
mechanics (at least 10
errors).
8.Final
Reflection:
Makes
meaningful
connections
between the
ELA curriculum
and
developments in
culture, society,
and education.
NCTE Standard:
2.5
Does not discusses
appropriately
commonalities and
differences with the tutee
in terms of race, social
class, gender, ethnic
identity, immigrant
experience, and funds of
knowledge, nor what s/he
learned about social justice
and structural inequalities,
her/his own citizenship
service learning (SL) in
education, and how these
things will influence the
candidate as a classroom
teacher. Does not discuss
her/his own SL plans in
her/his future classroom.
Lessons and post-lesson
evaluations have good
mechanics overall. There
are some errors, but they do
not disrupt meaning or flow.
Does not have to turn in
both lessons to meet target
because mechanics can be
evaluated by one lesson.
Discusses commonalities
and differences with the
tutee in terms of race, social
class, gender, ethnic
identity, immigrant
experience, and funds of
knowledge. Discusses what
s/he learned about social
justice and structural
inequalities, her/his own
citizenship, service learning
(SL) in education, and how
these things will influence
the candidate as a classroom
teacher. Discusses her/his
own SL plans in her/his
future classroom. (Must do
all adequately.)
Lessons and post-lesson
evaluations have perfect or
nearly perfect mechanics.
Developed and demonstrated
implementation of two
lessons.
Discusses accurately and in
depth: commonalities and
differences with the tutee in
terms of race, social class,
gender, ethnic identity,
immigrant experience, and
funds of knowledge.
Discusses appropriately and
in depth significant learning
related to social justice and
structural inequalities,
her/his own citizenship,
service learning (SL) in
education, and how these
things will influence the
candidate as a classroom
teacher. Discusses
appropriately and in depth
her/his own SL plans in
her/his future classroom.
References
González, N., Moll, L.C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households,
communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum.
Moje, E.B. (2007). Developing socially just subject-matter instruction: A review of the literature on
disciplinary literacy teaching. Review of Research in Education 31: 1, 1-44.
Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education.
(5th ed.). NY, NY: Longman.
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Your name __________________Support System, EDLI 4367 (125 points)
Student checklist: Please make a checkmark in the first column beside each facet you are turning in and
select any of the following to equal 125 points. I must receive this checklist. On the day of the Support
Fair, you must show me hard copies (except for Realia, “C” and Music, “N”).
A __/__/40 points. Classroom Posters. Create at least 20 pictures/drawings for specialized vocabulary
words in your discipline (e.g., visual aids for geometry and algebra); the words in English must be
legible and in big font under each picture. No more than 1 drawing and no more than 3 words can be
on a page; drawings and words must be visible from students’ desks. You can cut the pictures from
magazines, you can draw your own, or you can use clip art. III A and III B can have the same words,
but must be separate documents. You can print in black and white if you use colored paper, or you can
print in color. Extra credit is awarded for laminating your work or for using cardstock.
B __/__10 points. Flash cards. Draw or use clip-art for at least 10, 3 X 5 cards of pictures/drawings for
specialized vocabulary words in your discipline (e.g., visual aids for geometry and algebra). The words
in English must be on the back of each index card. You can cut the pictures from magazines, you can
draw your own, or you can use clip art. If you do IIIA, you cannot do IIIB. If you do hand-made
drawings, it must appear that you spent at least 1 minute on each one.
C __/__20 points. Realia. Make or find at least 10 concrete objects to explain difficult concepts in your
discipline (e.g., concrete objects for geometry). Bring in the actual concept and adhere tape to the
bottom of each 3D concept.
D __/__/30 points. Translations. Using a computer, write translations of at least 15 specialized
vocabulary words in your discipline (e.g., word in English, and then definition in Spanish, and then 1-2
examples in Spanish of each term). I must see the hard copies. Please stay away from easy cognates;
geometry is basically the same as geometría.
E __/__/20 points. Partner and/or Group Work (½ page or more) typed. Create ideas for pairing ELL’s
with students who are fluent in all facets of English; also include ideas on assessing group projects and
group exams. I must see the hard copy.
F __/__/20 points. Multiple Intelligences (½ page or more) typed. Create ideas on learning about
(assessing) your ELL’s so you can utilize their strengths and interests in the class and so they feel
important. Also include specific ideas for involving either a variety of multiple intelligences or
learning styles in your lessons. This must be at least 1 typed page double spaced. I must see the hard
copy.
G __/__/10 points. Assessment. (½ page or more) typed. Create ideas on how you’ll modify assessments
for your recent immigrants on essay tests, written tests, etc. This must be at least 1 typed page double
spaced. I must see the hard copy.
H __/__10 points. Funds of Knowledge (½ page or more) typed. Create ideas to incorporate your
students’ funds of knowledge into your discipline. I must see the hard copy.
I __/__/10 points. Affective Filter (½ page or more) typed. Create ideas to involve ELL’s to decrease
their anxiety (small group work, buzz with your partner, types of signal responses you can work out for
them; what you plan to do if they say they don’t want to read aloud, etc.) I must see the hard copy.
J __/__/10 points. Scaffolding (½ page or more) typed. Create ideas to scaffold for ELL’s, but have high
expectations for their achievement in high school and college. I must see the hard copy.
K __/__40 points. Writing Process. Organize at least 4 projects: research papers, poems, essays, articles,
etc., you’ve written that include at least three drafts per project; the drafts should be significantly
18
different from each other. You may also include notes you’ve taken, feedback from others, etc. The
purpose is to make your writing process transparent for students. Organize all with tabs and labels into
a 3-ring binder.
L _/__20 points. Affirming Diversity (½ page or more) typed. Create ideas to integrate the Mexican
culture into your discipline throughout the year (versus a suitcase or holiday approach to
multiculturalism). Also include at least 4 pictures, articles, songs, posters, etc., that are from the
Mexican or Latino culture that relate to your discipline. I must see the hard copy. –
M. __/__20 points. Reconstructivism (½ page or more) typed. Create ideas to help to teach your students
about structural inequalities and also ideas related to your discipline in which they can help to eradicate
these systemic injustices. I must see the hard copy.
N. __/__20 points. Disciplinary Music. Find or create at least 2 songs that relate to the grade level and
content you wish to teach. I must listen to every song. Every song (lyrics and sound) must be
downloaded onto your flash drive or CD. I must see the lyrics Bring headphones in case the computer
lab does not have speakers.
O. __/__20 points. Disciplinary Art. Find at least 3 pieces of content-related artwork, at least 7” X 10”
and not blurry when it’s at this size. Below or on the back of each picture, write or type the title, artist,
and when you plan to use it (e.g., a fractal to show symmetry in geometric forms, etc.) No cartoons are
allowed. Two of the pieces can be student made. I must see the art in hard copy (black and white on
colored paper or printed in color).
* Your support plan must be organized and set up before class begins on the designated date for the
exhibition. Approximately half of the project is due the week before. Five points will be deducted from it
for every 5 minutes it is late on the day of the exhibition.
Overall grade:___/125 Comments:
__/__ Extra credit (extra work, laminating, etc.): added to the extra credit column of the Blackboard
Gradebook (not to the “Support System” grade)