San Diego State University
SAN DIEGO STATE UNIVERSITY
Department of Policy Studies in Language and Cross-Cultural Education
Lecto-Escritura en Español
PLC 532 – Teaching Spanish Language Arts
Fall 2013
Instructor:
Gloria Muñoz, M.A.
Patricia Valdivia, Ed.D.
Telephone:
(619) 361-3006
(619)778-6661
E-mail:
gmunoz@sbusd.org
pvaldivia@sbusd.org
Office Hours: By appointment only
Course Day/Time: Tuesdays-4:00-6:40
1455 Hollister Street
San Diego, CA 92153
Location:
Nestor Charter School
Course Description
This course begins the series in developing literacy and biliteracy. Course is designed to provide
SDSU PLC students with knowledge and hands-on experience in Spanish language arts theory and
practice in dual language academic classrooms. The focus of this course is on theory, methods, and
assessment strategies in language arts for Biliteracy development in the classroom. Teacher
candidates will study effective strategies for assessing, planning, and organizing reading and
writing instruction for bilingual children in the primary language (Spanish). Teacher candidates
will analyze the Common Core State Standards (CCSS) for the purpose of gaining an understanding
of the content that must be taught to all students and how the standards build upon one another.
The Common Core en Español and the ELD standards will also be unpacked for the purpose of
understanding cross-linguistic transference. r master instructional strategies and design lessons
compatible with the (Common Core en Español). Teacher candidates will learn course content
through a variety of experiential, participatory and process-oriented strategies that are used in
successful biliteracy classrooms and that build reflective practices.
Role of the Instructor:
In order to facilitate learning and a climate for sharing ideas and experiences, the instructor will
make presentations and facilitate interaction among participants through presentations, guest
Note: An Explanation & Review of TPEs can be found in your Student Teaching Handbook
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lectures, discussions, classroom observations, and small group activities. Because the focus of this
course is Spanish language arts, the majority of course discourses and presentations will be
conducted in Spanish.
Class Courtesy a.k.a. “the fine print”: Please turn off or place all cell phones and pagers on “silent”
mode to not cause a distraction in the class setting. Please do not leave the class to make or answer phone
calls unless it is an emergency. Also, every student must have access to a computer and email. Come
prepared and be engaged by listening, sharing, participating and learning with an open mind.
Course Objectives:
Teacher Candidates will be able to:
1. Analyze and discuss issues related to biliteracy, English language development and effective
literacy practices for English learners in a thoughtful, informed, and reflective manner (TPE
13);
2. Examine their own knowledge about experiences and attitudes toward literacy (TPE 13);
3. Identify and apply the principles and procedures of different language arts methods in lesson
plans and learning activities (TPE 1-9, 11);
4. Identify, describe and use instruments and rating scales for assessing literacy skills and
diagnosing language skills of learners in order to effectively plan instruction based on Common
Core State Standards (CCSS), incorporate Common Core en Español and ELD Standards (TPE
2, 3, 8); and,
5. Develop a set of tools to access research/resources and to relate these to practice within the
classroom (TPE 13).
Required Texts:
1. Freeman, Y. S., & Freeman, D. E. (2007). La enseñanza de la lectura y la
escritura en español e ingles en salones de clases bilingües y de doble
inmersión (2nd ed.). Portsmouth, NH: Heinemann.
2. Herrera, S., et al. (2010). Teaching reading to English language learners: Differentiated
literacies. Pearson
Required Websites:
 San Diego County Office of Education (2000). Estándares de lecto-escritura en español. San
Diego, CA: San Diego County Office of Education. http://www.sdcoe.k12.ca.us/
 Dr. Jill Mora-- http://coe.sdsu.edu/people/jmora/MoraModules/Default.htm#Bilingual
 CA Department of Education (1999). Reading Language Arts Framework for California Public
Schools. (K-12) Available through http://www.cde.ca.gov/be/st/ss/
 California Department of Education. ELD Standards. Available through
http://www.cde.ca.gov/be/st/ss/
 Vocabulary development for content areas in both English and Spanish:
http://www.u-46.org/roadmap/dyncat.cfm?catid=246
Resources (Games, Activities, Online materials) for Spanish Instruction – Websites:
 http://www.uni.edu/becker/Spanish3.html#grammar
 http://www.surfnetkids.com/reader/rr_spanish.php
 http://www.surfnetkids.com/spanish.htm
 http://www.uni.edu/becker/children.html
Note: An Explanation & Review of TPEs can be found in your Student Teaching Handbook
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Recommended Literacy Readings:
 Costigan, S., et al. (1989). El sabelotodo the bilingual teacher’s best friend. Des Moines, IA:
Hampton Brown Books
 Bear, D., et al. (2007). Words their way for English language learners. New Jersey: Merrill-Prentice
Hall.
 Escamilla, K., et al. (1995). Instrumento de observación de los logros de la lecto-escritura
inicial : Spanish Reconstruction of An Observation Survey. Portsmouth, NH: Heinemann.
 Pérez, B. & Torres-Guzmán, M. (2002). Learning in two worlds: An integrated
Spanish/English biliteracy approach. White Plains, NY: Longman.
 Blevins, W. (1999). Phonics from A to Z (Grades K-3). Jefferson City, MO: Scholastic, Inc.
 Pinnell, G. S. and Fountas, I. C. (1996). Guided reading: Good first teaching for all children.
Portsmouth, NH: Heinemann.
 Goodman, K.S. (1996). On reading. Portsmouth, NH: Heinemann.
 Mooney, M. E. (1990). Reading to, with, and by children. Katonah, NY: Richard C. Owen
Publishers, Inc.
 Moustafa, M. (1997). Beyond traditional phonics. Portsmouth, NH: Heinemann.
 Dorn, Linda J. (2001). Scaffolding young writers: A writers' workshop approach. Portland,
MA: Stenhouse Publishers.
 Freire, P. & Macedo, D. (1987). Literacy: Reading the word and the world. South Hadley,
MA: Bergin & Garvey, Inc.
Recommended Readings & Websites for RICA Preparation:
 RICA website: http://www.rica.nesinc.com
 Dr. Jill Mora website: http://coe.sdsu.edu/people/jmora/RICAprep.htm
 Rossi, J. C. & Schipper, B. E. (2002). Case studies in preparation for the California Reading
Competency Test (2nd Ed.). Boston: Allyn & Bacon.
 Zarrillo, J. (2010). Ready for Revised RICA : A test preparation guide for California's Reading
Instruction Competence Assessment (3rd Ed.). New Jersey: Merrill-Prentice Hall.
 Dye, M. (2009). Study guide for the revised RICA. Education Resource Publishing.
Course Requirements:
The core assignments for the course are described thoroughly in class and in handouts and models.
Students are encouraged to develop a timeline for the semester for accomplishing the tasks
required. Due dates are listed on the course calendar.
1. Active participation in class assignments (e.g., quick writes, reflective journals, readings) and
activities (e.g., group work) that demonstrate reflective practices and the integration of course
content with field-based experiences. (TPE 1-13)
2. A biliteracy autobiography tracing your own biliteracy development. (TPE 13)
3. Expert group workshop presentation of one chapter from the Freeman (TPE 5-8, 11 & 13)
4. Lesson Plans based on the Common Core Spanish Language Arts Standard addressing a
specific literacy method/area. (TPE 1-9, 11)
5. A Case Study of one language learner student in which you analyze and address the student’s
literacy strengths, weaknesses and needs. (TPE 1-9, 11, 15)
6. Guided Reading Lesson and Reflection (TPE 1-11, 13)
Note: An Explanation & Review of TPEs can be found in your Student Teaching Handbook
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7. Strategy Notebook collection of strategies presented in course meetings and field experience
(TPE 1-16)
8. Biliteracy Hunt
9. Reading the classroom walls
Assignment Rubrics
Each assignment will be evaluated using a rubric. Rubrics will clearly indicate the expectations based on
university grading policy.
Grading and Evaluation
Class work, projects and written assignments and tests will be weighed for the total course grade
according to the following weighted scale:
Attendance and Participation
Bi-literacy Autobiography
Bi-literacy Hunt
Reading the Classroom Walls
Group workshops & activity presentations
Writing Lesson Plan & Activity
Guided Reading-Lesson & Reflection
Strategy Notebook
Case Study
10%
10%
5%
5%
10%
15%
15%
5%
25%
All written assignments should be typed, double-spaced and edited for usage and mechanical errors.
Appropriate references to readings and other resources should be included. The content of all
assignments will be evaluated based on the level of higher order thinking skills demonstrated by
the student according to the criteria for grading included in this syllabus. See policy for attendance
and late papers.
Attendance and Participation Policy
Attendance will be taken weekly. This course is required for a State of California Teacher
Credential. Completion of the course certifies to the State Board of Education that the student has
mastered the required competencies for this area. Attendance at all class sessions is required. More
than 2 absences or excessive tardiness will result in lowering of final grade. A student with more
than 2 absences cannot earn an A in the course. Students who are excessively late for class or
who leave class early will receive a final grade that is at least one grade lower than the computed
grade.
Participation in class is weighed heavily because the processes learned through interaction with
peers are essential components of the course. Because our time together is short and precious, it is
important that you come to class having read the assignments and prepared to engage in
discussions and activities centered on the readings.
Points and Grade Equivalents
(100-94%)
=A
(93-90%)
= A(89-85%)
= B+
(79-75%)
(74-70%)
(69-65%)
= B= C+
=C
Note: An Explanation & Review of TPEs can be found in your Student Teaching Handbook
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(84-80%)
=B
(64-65%)
= C-
Homework Policy:
All assignments must be completed by the due dates. We only accept late assignments if you make
arrangements with us. If you are sick or have a personal emergency, email or call us BEFORE or
AFTER class. We will then discuss your options for turning in the assignment. You will not be
penalized for turning in a late assignment if you make arrangements to turn it in late.
Plagiarism is defined as “the unauthorized use or close imitation of the
language or thoughts of another author and the representation of them as
one’s own original work.” (Random House Dictionary of the English
Language, 1987). All sources of reference from which students take
quotations, major theories or concepts or instructional materials for
lesson plans or papers must be properly cited. Plagiarism will not be
tolerated. Such work will result in a zero for the assignment and referral
to Student Affairs for possible suspension or expulsion.
Description of Course Requirements:
I.
Biliteracy Autobiography
Students will trace their own biliteracy development as it relates to reading the world and “the
word.” In addition, this assignment is a component of a larger assignment that will carry into PLC
931 and serve as a basis for students’ End of the Year Portfolios.
To complete this assignment, students will reflect upon their individual stories of biliteracy
development by tracing early literacy experiences in the home, at school, and wherever else each
individual story takes place. They will describe the feelings and attitudes towards literacy and
biliteracy that have developed as a result of these early experiences. Students will then make a
connection between these early biliteracy experiences and their impact on students’ current attitudes
about literacy.
What is your story?
Respond to the following question prompts to guide the writing of your biliteracy journey:
 What do you recall as your first literacy moment(s)? With whom did these take place? Where
did these take place? In what language did they occur?
 Did you go to school in the United States or in another country or both?
 How were these experiences similar or different?
 How did you learn to speak/read/write in your first language?
 How did you learn to speak/read/write in your second language?
 How were these experiences similar or different?
 Do you enjoy reading now? In what language do you prefer to read?
 Do you enjoy writing now? In what language do you prefer to write?
 Do you consider yourself to be a balanced bilingual reader and writer or is one language
dominant over the other?
 How do you navigate your struggles in one or both languages?
 How do your experiences impact how you teach and interact with the students in your
classroom?
Note: An Explanation & Review of TPEs can be found in your Student Teaching Handbook
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Evaluation: The story should be submitted in presentation format and as a written paper in
Spanish. The products will be graded based on the extent to which they reflect and respond to the
questions posed and the organization of their thoughts (i.e., is the autobiography clearly organized,
use appropriate grammar and mechanics). Although several questions are asked, this is not an
interview but instead a reflective autobiographical piece.
II.
An Expert Group Workshop Presentation
Expert group presentations will focus on chapters from Freeman & Freeman text.
In teams of 3-4, students will work as a professional team to prepare, present and demonstrate key
concepts/activities in a selected chapter along with leading PLC 932 class participants in an activity
that will demonstrate understanding of key concepts in the assigned chapter(s). The presentations
can be prepared in English.
There are several purposes of the group workshop presentations. First, these will allow students to
efficiently cover and process the material and teaching strategies covered in the texts, leading to
collaborative learning. Second, the workshops give students an opportunity to lead a teacher
directed activity involving the dissemination of critical content. The information from the readings,
along with each group’s summary will be utilized in constructing the Language Arts Lesson Plans,
which serve as the signature assignments of PLC 932. The third purpose of these presentations is to
give students the opportunity to share lesson plans and activities that model a student-centered
process. Lastly, these presentations support students’ developing collaboration and presentation
skills of key educational concepts and processes utilizing relevant materials, research, and
technology. Presentations should be prepared by the group to model an expert group format.
Students will work as a professional team in preparing, presenting, and demonstrating key concepts.
Workshop Components:
a) Prepare and distribute a written summary/lesson plan of the expert group presentation
component and key chapter concepts for each member of the class.
b) Lead one or several activities that involve class participation and reflect the key concepts of the
chapter. The time allotted for the workshop presentation will be 40 minutes. If a group
requires more time it must be arranged prior to the assigned class meeting.
Each group, of 3-4 individuals will provide the instructor with
c)
d)
An organizational plan that identifies group members and details how the task was divided by
group members along with a description of the class activity.
One copy of a summary/outline plan that will be distributed to each class member. See course
schedule for presentation dates.
Evaluation:
The group will receive a grade for the presentation of chapter summary/outline, and the relevance
and connection of the activity/presentation to the key points of the chapter.
III.
Lesson Plans (Signature Assignments)
Purpose: The purpose of the Lesson Plan Assignments is to provide the teacher candidate with
practice planning Spanish reading instruction for a classroom curriculum. In addition, the
assignments gives the B/CLAD teacher candidate a “micro-experience” in collaborative planning
with colleagues, to discover how we, as teachers, can utilize each other’s experience and expertise
Note: An Explanation & Review of TPEs can be found in your Student Teaching Handbook
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as resources for planning instruction. The structure of the assignment also gives the teacher
candidate the benefit of peer and instructor input at different stages of lesson development.
Working individually, with a partner or in a team, teacher candidates will write a series of two
language arts lessons that focus on developing Spanish literacy skills with special attention to the
transferability to English. First lesson plan will focus on Writing and the second will be a
Guided Reading lesson. Each lesson will incorporate the effective principles, strategies, and
practices of specific literacy methodologies, drawing on readings, videos, other class materials, and
discussions. Lesson plan guidelines will be discussed in class. The content of the lesson plans will
be written in Spanish.
Evaluation:
Due dates for lesson plans are indicated on the course schedule. Lesson plans will be reviewed and
returned by the instructor to give candidates feedback on the planning procedures and content.
Students will receive a grade for their lesson plans based on the completeness of the lessons,
appropriateness of the lessons as related to the literacy skill identified, and incorporation of
effective literacy methods and strategies. See rubric for specific evaluation guidelines.
IV.
Bi-Literacy Hunt:
Students will follow a Biliteracy Hunt Protocol (Alfaro, 2010) while observing Dual Language
Classrooms. In grade level teams students will analyze their findings and prepare a presentation of
their findings based on the Biliteracy Hunt Protocol.
V.
Strategy Notebook:
Students will keep an organized notebook on effective Spanish reading strategies. Guidelines and
examples will be provided in class.
VI.
Case Study (Signature Assignment)
Candidates will prepare a case study in which they complete a full cycle of identifying and
addressing the literacy needs of one student. Students will begin by selecting a student for their
case study. After obtaining parent permission, they will carry out and conduct an analysis on a
series of assessments that will help determine the literacy strengths, weaknesses and needs of the
case study student. Students will then develop 2 lesson plans and teach these to address their case
study student’s individual needs. Candidates will utilize the PACT Teaching Event protocol to
guide the Case Study process.
Assignment steps include:
1. Discuss the assignment with your observation placement teacher. Ask his/her assistance in
selecting students experiencing some difficulty in reading and writing. These should be
children who have fairly consistent attendance. They must be English Learners whose primary
language is Spanish. Do not choose a child with severe learning disabilities. The student
chosen should be representative of an average child who is a struggling reader.
2. Attain written parental permission to work with these students throughout the semester.
3. Observe each student’s behavior in various literacy situations/contexts. Do they seem to enjoy
speaking, reading, and writing? Do they perform better in certain contexts (e.g., one on one vs.
Note: An Explanation & Review of TPEs can be found in your Student Teaching Handbook
7
whole class)? Take notes on your observations, including dates and times to help your analysis
and to better recognize trends in literacy behavior (see Learning Observation Record in Reader).
You will submit your notes as “evidence” within the Case Study.
4. Identify literacy assessments that are appropriate to your students’ specific grade and literacy
levels. Carry out these assessments.
5. Analyze the results of your assessments. Decide if additional assessments are necessary. (See
Case Study Guidelines for the minimal requirements regarding the number of assessments to
conduct.) Analyze your observation notes in relation to the assessment results. What do you
believe is the case study student’s literacy strengths and weaknesses?
6. Discuss your findings and analysis with your observation placement teacher. Get input.
7. Develop two lesson plans that address one or two of the literacy weaknesses (must be CCSS
aligned) you identified for the student. Stay very focused on just one literacy need per lesson.
8. Carry out the lesson plans with your case study student.
9. Reassess the student.
10. Reflect on the lesson plans and your student’s responses. Were the lessons effective in helping
the student with his/her identified weaknesses? What long-term plan would you recommend to
further help each student improve on his/her literacy skills?
Additional guidelines and an evaluation rubric will be distributed in class. The case study will be
written in English. Preparation for RICA!
Siempre recuerden que:
Cada día miles de mujeres y hombres cruzan la frontera buscando un sistema educativo que abra las
puertas a un futuro mejor para sus hijos. En los suburbios de las grandes ciudades de Estados Unidos
y en otros enclaves, niñas y niños aprender a leer y a escribir en programas monolingües de inglés. La
ausencia de su primera lengua hace que, en muchos casos, el brillante porvenir ansiado por sus padres
acabe en un futuro carente de referencias a la lengua y a la cultura que se vive en el hogar. En este
curso, analizaremos proyectos didácticos que fomentan la lectura y la escritura de dos lenguas, inglés
y español, entre estudiantes y sus padres. Leer y escribir juntos ayuda a todos los participantes de
dichos proyectos a configurar el aprendizaje de las dos destrezas dentro de un marco educativo que
respeta la riqueza lingüística y cultural de las dos lenguas y el acercamiento entre dos mundos. Edgar
Morin (2001) escribió, “Lo global es más que contexto: es el conjunto que contiene partes diversas
ligadas de manera interretroactiva u organizacional. De esa manera, una sociedad es más que un
contexto: es un todo organizador del cual formamos parte” (pp. 45). Entendiendo este paradigma
investigaremos porque los estudiantes usan la lengua de una manera que se ajusta a su medio. Durante
todo el semestre enfatizaremos que los errores creados cuando dos lenguas se mezclan provienen de un
marco de sabiduría; son una expresión de lo que más tarde llamaremos dominio lingüístico.
Note: An Explanation & Review of TPEs can be found in your Student Teaching Handbook
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