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University of Texas at Arlington
Department of Curriculum & Instruction
Bilingual Education/ESL Program (BEEP)
BEEP 4305 Developing Spanish/English Bi-literacy for Dual Language Programs
Fall 2012
Instructor
Luis A. Rosado, Ed.D.
Office Number
Science Hall 328
Office Telephone/Fax
817-272-7567—817-272-5157
Email Address:
rosado@uta.edu
Office Hours
Monday 1:00-4:00 and Thursday 3:00-4:00
Section Information BEEP 4305.001
Day and Time
Monday, 4:30-7:20
Class Location
GACB 103
Description of Course Content
The development of literacy for bilingual children will be highlighted. Specific emphasis will be
placed on the rationale, methods, and materials for literacy instruction in Spanish. The successful
transition from first language literacy instruction to literacy instruction in English will also be
addressed. The course will be delivered in Spanish and students will be exposed to content and
techniques to master the Bilingual Target Language Proficiency Test (BTLPT).
Student Learning Outcomes
Given the appropriate guidance students will master the following objectives with at least 70%
level of proficiency:
1. analyze the components of the Bilingual Target Language Proficiency Test—Spanish;
2. review basic Spanish grammar rules;
3. analyze of the structure of English and Spanish emphasizing cross-linguistic transfer to
promote bi-literacy.
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TExES Domains and Competencies
Domain I—Listening Comprehension
Competency 1: The Teacher demonstrates the ability to apply literal, inferential,
interpretative and critical reading skills to authentic materials heard in the target language that
are relevant to the bilingual classroom and the school environment.
Domain II—Reading Comprehension
Competency 2: The Teacher demonstrates the ability to apply literal, inferential, and
interpretative listening skills to authentic materials heard in the target language that are relevant
to the bilingual classroom and the school environment.
Domain III—Oral Expression
Competency 3: The Teacher demonstrates the ability to construct effective and appropriate oral
discourse in the target language for various audiences, purposes, and occasions relevant to the
bilingual classroom and the school environment.
Domain IV—Written Expression
Competency 4: The Teacher demonstrates the ability to write effectively in the target language
for various audiences, purposes, and occasions relevant to the bilingual classroom and the school
environment.
Required Textbooks and Other Course Materials
Morris, L. & Rosado, L. (2009). El desarrollo de español para maestros en programas
de educación bilingüe. Arlington, Texas. L. M. Consultant. ISBN 978-0-9800028-0-5
Grade Calculation
1. Quizzes and Special Assignments…………………………………………………25%
2. BTLPT Oral Performance and Vodcast ..…………………………………………35%
3. BTLPT written samples, including a lesson plan in Spanish…………………….30%
4. Attendance and Punctuality ….……………………………………………………..10%
Grading scale
The Center for Bilingual/ESL Education uses the following grading scale: 100-90 A
70-79 C
69-60 D
0-59 F
Descriptions of major assignments and examinations
80-89 B
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1. Quizzes will follow a multiple-choice format, and they assess the knowledge of the Spanish
grammar and orthography (spelling and punctuation) knowledge needed to become an
effective dual language teacher.
2. The BTLPT oral and written performance will be rated by the professor based on a holistic
scoring process developed by the Center for Bilingual Education. The oral component of the
assignment will be graded base on the following proficiency levels:
(0) beginner, (1) intermediate, (2) Advanced, and (3) Advanced High
3. Oral Spanish Sample (Vodcast)
Students will develop a two vodcasts in which they will demonstrate their oral proficiency in
Spanish.
Vodcast 1: Questions and answers
Vodcast 2: Provide an opinion.
Candidates will uploaded the files to the UT Arlington assessment program—TK-20. Content of
the Vodcast will be evaluated using the same criteria as the oral component of the BTLPT.
Instructions to complete each of the assessment components are presented below, followed by
the rubric to rate the speech samples.
4. Three Spanish written assignments are required for the BTLPT component: (1). Letter, memo
or email; (2) a lesson plan; and (3) an essay based on a prompt.
Grade assignment based on Proficiency levels.
Proficiency Levels
3
2
-2
1
0
Descriptor
Advanced High
Advanced
Intermediate High
Intermediate
Beginner
Grade Assignment
100
95
75
70
0
Instructions for the Oral Spanish Sample (Vodcast)
Oral Part I: Questions and answers
Estimated time for this activity: Seven minutes
Instructions:
This section of the test requires candidates to answer two questions related to topics and
situations in a typical bilingual classroom. If the candidate is not familiar with the topic, he/she
might need to improvise. However, candidates must make an effort to address the question in a
logical, convincing and systematic fashion.
1. Candidate has 60 seconds to prepare their answer and 60 seconds to deliver it.
2. For quality purposes, the verbal output of the video should be recorded in a noise-free
environment.
3. Answer two of the following questions following this process:
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A.
B.
C.
D.
Preparation for the Vodcast: Study the questions and select two of them. Take an
average of 1 minute to prepare the answers. You may use notes, but you may not
read a statement to address these questions.
During the video: Indicate your name and the type of assignment
I am _______________________. I will be addressing section I of the Oral
component of this assignment—Questions and answers.
Read the question and proceed to answer it.
Once you have answered questions one. Proceed to part II of the assignment,
following the same procedure.
Sample Questions
Describa los elementos que le motivaron a querer ser un/a maestro/a de
Question 1
educación bilingüe.
¿Qué tipo de modificaciones recomendaría usted para que un estudiante con
Question 2
una aptitud lingüística en inglés a nivel intermedio pueda completar una
prueba de matemáticas en inglés?
Describa las similitudes y diferencias entre los comités que regulan la
Question 3
admisión y reclasificación de estudiantes bilingües (LPAC) y estudiantes en
el programa de educación especial (ARD)
Oral Part II: Support a situation or provide an opinion
Estimated time for this activity: Seven minutes
Instructions:
This section of the test requires candidates to address one topic/question.
1. Study the questions and select the one that you want to address.
2. For quality purposes, the verbal output of the video should be recorded in a noise free
environment.
3. Address one of the topics/questions provided.
4. Follow this process:
A. Preparation for the video: Study the questions and select one of them. Take an average
of two minutes to prepare the answers. You may use notes, but you may not read a
statement to address these questions.
B. During the video: Indicate your name and the type of assignment
I am _______________________. I will be addressing section II of the Oral
component of this assignment— Support a situation or an opinion.
C. Read the question selected and proceed to answer it—you have two minutes to complete
the answer.
Sample Questions
Usted es parte de un comité que identificará el programa educativo más
Question 1
apropiado para los estudiantes que están aprendiendo inglés como un
segundo idioma en el distrito escolar. Algunos de los modelos que se están
evaluando son: la educación bilingüe de transición, educación dual y el
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Question 2
programa de inmersión estructurada en el inglés. Seleccione uno de estos
modelos y prepare una presentación oral para expresar su opinión.
En base a las pruebas de aptitud lingüística, un grupo de estudiantes
cualificó para el programa de educación bilingüe. Sin embargo, sus padres
han rechazado la admisión a este programa. El director de la escuela ha
convocado una reunión con estos padres y le pide que usted haga una
pequeña presentación para convencer a los padres para que permitan que sus
hijos ingresen en el programa de educación bilingüe.
Scoring Rubric for Oral Expression—Questions and Answers, Oral Presentation,
and Situation/Opinion
Rating
Task
Topic Development Language use
Completion
3 Excellent
Directly relates to
Demonstrate mid-high or high degree
Fully
addresses and
the topic; wellof control of a variety of structures; a
completes the
developed treatment very few grammatical errors occur
task.
of the topic.
with no evident pattern.
All or almost all
Varied vocabulary appropriate for the
supporting details or content used with precision
examples are
High level of fluency
appropriate and
Very good pronunciation
effective
Well-organized, generally coherent
All or almost all
response.
content is accurate.
Register is appropriate (accurate
social and/or cultural references
included)
2 Good
Addresses and Relates to the topic
Demonstrate moderate degree of
completes the
Most supporting
control or a variety of structures;
task.
details or examples
some grammatical errors occur.
are well defined
Appropriate vocabulary with
Most content is
occasional errors such as making up
accurate with
words or code-switching.
occasional
Moderate level of fluency with
inaccurate
occasional hesitance; some successful
information.
self correction.
Good pronunciation
Organized responses with some
coherence.
Register is generally appropriate
(generally accurate social and/or
cultural references included)
1 Needs
Addresses and Moderately relates
Demonstrate a lack of control of a
improvement
completes the
to the topic
variety of structures; frequent
task.
Some supporting
grammatical errors occur.
details or examples
Limited vocabulary; frequent errors
are vague or not well such as making up words and code-
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defined.
Some content is
accurate with
significant
inaccurate
information.
Unable to
comply
Partially
addresses
and/or
partially
completes the
task.
Minimally relates
minimally to the
topic
Most supporting
details or examples
are irrelevant or not
effective.
Most content
information is
inaccurate.
switching.
Low level of fluency with frequent
hesitance.
Fair pronunciation with interference
from another language.
Disorganized response with little
coherence.
Register is inappropriate (inaccurate
social and/or cultural references
included)
Demonstrate lack of control of
numerous structures; numerous
grammatical errors impede
communication.
Insufficient vocabulary; constant
interference from another language.
Poor fluency with labored expression
Poor pronunciation, which affects
comprehension
Disorganized response with no
coherence.
Minimal to no attention to register
(inaccurate social and/or cultural
references are included)
Scoring Rubric for Written Expression—Responding to a letter, memorandum, E-mail and
Opinion/position Essay.
A response at this level is characterized by most of the following features/dimensions:
Score
Task
Topic Development
Writing Skills
Completion
3 high Fully
Directly relates to
addresses
the topic; topic well coherent
and
developed
-high or high degree of
completes
All or almost all
control of a variety of structures; a few
the task
supporting details or grammatical errors occur with no evident
examples are
patterns
appropriate and
effective
and used with precision
language (orthography: spelling, accent marks
and punctuation; sentence structure)
cultural references included)
2
Mid-
Addresses
and
topic
fully developed
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High
completes
the
task
details or examples
are well defined
a variety of structures; some grammatical errors
occur
such as making up words or code switching
language (orthography: spelling, accent marks
and punctuation; sentence structure) but they do
not impede communication
accurate social and/or cultural references
included)
1
Midlow
and
completes
the
task
Moderately relates
to the topic
sequenced correctly
Some supporting
of a variety of
details or examples
structures; frequent grammatical errors occur
are vague or not well
defined
making up words or code-switching
language (orthography: spelling, accent marks
and punctuation; sentence structure)
and/or cultural references are included)
0
Low
addresses
and/or
partially
completes
the
task
to the topic
details or examples
are irrelevant or not
effective
structures; numerous grammatical errors impede
communication
from another language
he written
language (orthography: spelling, accent marks
and punctuation; sentence structure) impede
communication
social and/or cultural references are included)
SCORING RUBRIC FOR WRITTEN EXPRESSION — Lesson Plan
Rating Task
Completion
Fully addresses
3
and fully
High
elaborates all
categories
(school grade,
vocabulary,
Topic Development
Writing Skills
Demonstrates a high degree
of content understanding; all
content information is
accurate and well developed
All teaching techniques
described are appropriate for
Response is well organized and
generally coherent
Demonstrates a mid-high or
high degree of control of a
variety of structures; a few
grammatical errors occur with
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materials,
procedure and
assessment)
2
MidHigh
Addresses all
categories
(school grade,
vocabulary,
materials,
procedure and
assessment),
but some points
are not fully
elaborated
1 Mid- Addresses only
some of the
Low
categories
(school grade,
vocabulary,
materials,
procedure, and
assessment)
grade level and objective
given
All materials and
activities discussed are
appropriate for grade
level and objective given
Assessment instrument
described elicits appropriate
information on targeted
learning objective and is
appropriate for grade level
no evident patterns
Varied vocabulary
appropriate for the content and
used with precision
Very few errors in
conventions of the written
language (orthography: spelling,
accent marks and punctuation;
sentence structure)
Register is appropriate
(accurate social and/or cultural
references included)
Demonstrates a moderate
Response is organized, but
degree of content
some parts are not fully
understanding; all content
developed
information is accurate
Demonstrates a moderate
Most teaching techniques degree of control of a variety of
described are appropriate for structures; some
grade level and objective
grammatical errors occur
given.
Appropriate vocabulary with
Most materials and
occasional errors such as
activities discussed are
making up words or
appropriate for grade
codeswitching
level and objective given
Some errors in conventions
Assessment instrument
of the written language
described elicits moderate
(orthography: spelling, accent
amount of information
marks and punctuation;
related to learning objective sentence structure), but they do
not impede communication
Register is usually
appropriate (generally accurate
social and/or cultural
referencesincluded)
Demonstrates a low degree
Response is inadequately
of content understanding;
organized/not
only some content
sequenced correctly
information is accurate
Demonstrates a lack of
Some of the teaching
control in a variety of
techniques described are
structures; frequent grammatical
appropriate for grade level
errors occur
and/or objective given.
Limited vocabulary; frequent
Some materials and
errors such as making up words
activities discussed are
or code-switching
appropriate for grade
Frequent errors in
level and/or objective given conventions of the written
Assessment instrument
language (orthography: spelling,
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elicits minimal information
related to learning objective
0
Low
Addresses
almost none of
the categories
(school grade,
vocabulary,
materials,
procedure, and
assessment)
Demonstrates a poor
understanding of content;
content information is
inaccurate
Teaching techniques
described are not
appropriate for grade level
and/or objective given
Materials are not
connected to
procedures and activities are
not appropriate for grade
level and/or objective given
Assessment instrument is
not described and/or the
instrument described does
not relate to learning
objective
accent marks and punctuation;
sentence structure)
Register is inappropriate
(inaccurate social and/or
cultural references are included)
Response is disorganized
Demonstrates a lack of
control in most structures;
numerous grammatical errors
impede communication
Insufficient vocabulary;
constant interference from
another language
Pervasive errors in
conventions of the written
language (orthography: spelling,
accent marks and punctuation;
sentence structure) impede
communication
Minimal to no attention to
register(inaccurate social and/or
cultural references are included)
Attendance Policy
Attendance is compulsory. Students are expected to arrive on time to class. Students arriving late
must see the instructor at the end of class to be sure that they are counted present. Arriving
later and/or leaving before dismissal twice will constitute an absence. Five percent of the
grade will be based on attendance and punctuality. See grading calculation based on the number
of absences:
0—100%
1—90%
2—80%
3—60%
4 or more—0%
Note: Students who fail to sign the attendance sheet will be counted absent. There is no
appeal to this process.
Submission of Documents
A. All work for this course is to be edited and executed with care and professionalism.
B. All documents are to be submitted to Black Board for grading using the following format:
last name first name title of the assignment course number
Ex. Jones June vodcast 1 BEEP 4305
1) Once the assignments are graded, the candidates are required to submit ONLY the following
assignments to TK20: Vodcast
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Make-up Exams
There is no makeup for exams. Students are required to take examinations during the time
specified.
Drop Policy
Students may drop or swap (adding and dropping a class concurrently) classes through selfservice in MyMav from the beginning of the registration period through the late registration
period. After the late registration period, students must see their academic advisor to drop a class
or withdraw. Undeclared students must see an advisor in the University Advising Center. Drops
can continue through a point two-thirds of the way through the term or session. It is the student's
responsibility to officially withdraw if they do not plan to attend after registering. Students will
not be automatically dropped for non-attendance. Repayment of certain types of financial aid
administered through the University may be required as the result of dropping classes or
withdrawing. For more information, contact the Office of Financial Aid and Scholarships
(http://wweb.uta.edu/ses/fao).
Americans with Disabilities Act
The University of Texas at Arlington is on record as being committed to both the spirit and letter
of all federal equal opportunity legislation, including the Americans with Disabilities Act (ADA).
All instructors at UT Arlington are required by law to provide "reasonable accommodations" to
students with disabilities, so as not to discriminate on the basis of that disability. Any student
requiring an accommodation for this course must provide the instructor with official
documentation in the form of a letter certified by the staff in the Office for Students with
Disabilities, University Hall 102. Only those students who have officially documented a need for
an accommodation will have their request honored. Information regarding diagnostic criteria and
policies for obtaining disability-based academic accommodations can be found at
www.uta.edu/disability or by calling the Office for Students with Disabilities at (817) 272-3364.
Academic Integrity
All students enrolled in this course are expected to adhere to the UT Arlington Honor Code:
I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that
values hard work and honest effort in the pursuit of academic excellence.
I promise that I will submit only work that I personally create or contribute to group
collaborations, and I will appropriately reference any work from other sources. I will follow the
highest standards of integrity and uphold the spirit of the Honor Code.
Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for
academic integrity (including the Honor Code) will be referred to the Office of Student Conduct.
Violators will be disciplined in accordance with University policy, which may result in the
student’s suspension or expulsion from the University.
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Student Support Services
UT Arlington provides a variety of resources and programs designed to help students develop
academic skills, deal with personal situations, and better understand concepts and information
related to their courses. Resources include tutoring, major-based learning centers, developmental
education, advising and mentoring, personal counseling, and federally funded programs. For
individualized referrals, students may visit the reception desk at University College (Ransom
Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to
resources@uta.edu, or view the information at www.uta.edu/resources.
Electronic Communication
UT Arlington has adopted MavMail as its official means to communicate with students about
important deadlines and events, as well as to transact university-related business regarding
financial aid, tuition, grades, graduation, etc. All students are assigned a MavMail account and
are responsible for checking the inbox regularly. There is no additional charge to students for
using this account, which remains active even after graduation. Information about activating and
using MavMail is available at http://www.uta.edu/oit/cs/email/mavmail.php.
Student Feedback Survey
At the end of each term, students enrolled in classes categorized as lecture, seminar, or
laboratory shall be directed to complete a Student Feedback Survey (SFS). Instructions on how
to access the SFS for this course will be sent directly to each student through MavMail
approximately 10 days before the end of the term. Each student’s feedback enters the SFS
database anonymously and is aggregated with that of other students enrolled in the course. UT
Arlington’s effort to solicit, gather, tabulate, and publish student feedback is required by state
law; students are strongly urged to participate. For more information, visit
http://www.uta.edu/sfs.
Final Review Week
A period of five class days prior to the first day of final examinations in the long sessions shall
be designated as Final Review Week. The purpose of this week is to allow students sufficient
time to prepare for final examinations. During this week, there shall be no scheduled activities
such as required field trips or performances; and no instructor shall assign any themes, research
problems or exercises of similar scope that have a completion date during or following this week
unless specified in the class syllabus. During Final Review Week, an instructor shall not give any
examinations constituting 10% or more of the final grade, except makeup tests and laboratory
examinations. In addition, no instructor shall give any portion of the final examination during
Final Review Week. During this week, classes are held as scheduled. In addition, instructors are
not required to limit content to topics that have been previously covered; they may introduce new
concepts as appropriate.
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Librarian to Contact
The librarian assigned to the College of Education and Human Performance is Mr. Andy Herzog.
He can be reached at amherzog@uta.edu
The following is a list of commonly used library resources:
Library Home Page ......................http://www.uta.edu/library
Subject Guides .............................http://libguides.uta.edu
Subject Librarians ........................http://www-test.uta.edu/library/help/subject-librarians.php
Database List ................................http://www-test.uta.edu/library/databases/index.php
Course Reserves ...........................http://pulse.uta.edu/vwebv/enterCourseReserve.do
Library Catalog ............................http://discover.uta.edu/
E-Journals ....................................http://utalink.uta.edu:9003/UTAlink/az
Library Tutorials .........................http://www.uta.edu/library/help/tutorials.php
Connecting from Off- Campus ....http://libguides.uta.edu/offcampus
Ask A Librarian ...........................http://ask.uta.edu
TK20 Statement
The College of Education and Health Professions is pleased to announce the adoption of Tk20, a
comprehensive data management system that will provide us with powerful tools to manage our
growth and streamline our processes to enable us to meet your needs more efficiently and
effectively. As with other course materials, you will need to subscribe to the program for a onetime only, non-refundable cost of $100. You may purchase your subscription online from a link
provided on the system’s website or from the UT Arlington Bookstore as you would a textbook
or other course materials. Please see the letter from Dean Gerlach and visit
http://www.uta.edu/coehp/tk20 for more information.
Email Communication:
UTA e-mail is the official means of communication between the university and students.
Utilize your UTA e-mail for all communications. You are responsible if you do not receive
information because you do not regularly check your UTA email.
University Mission:
The mission of The University of Texas at Arlington is to pursue knowledge, truth and
excellence in a student-centered academic community characterized by shared values, unity
of purpose, diversity of opinion, mutual respect and social responsibility. The University is
committed to lifelong learning through its academic and continuing education programs, to
discovering new knowledge through research and to enhancing its position as a
comprehensive educational institution with bachelor’s, master’s, doctoral and non-degree
continuing education programs.
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College Mission:
The mission of the UTA College of Education is to develop and deliver educational
programs that ensure the highest levels of teacher, administrator, and allied health science
practitioner preparation and performance. As a recognized contributor to the fields of
education and allied health science, the College engages in effective teaching, quality
research, and meaningful service. The College is committed to diversity and to the
advancement of active teaching and learning in all educational environments and at all
levels.
Conceptual Framework:
The work of the College of Education is grounded in constructivism as a theory of teaching and
learning and is done in a spirit of expectation that all involved in the College of Education,
whether candidate, faculty or administrator, will hold the following as important: Excellence,
Student-Centered Environments, Research, Collaboration, Diversity, Technology, Field
Experiences and Life-Long Learning.
Partners for the Future serves as the theme of the College of Education and epitomizes the
understanding that it takes a village of partners to insure the future of education for all
Professional Dispositions
Each candidate in the College of Education and Health Professions (COEHP) will be evaluated
on PROFESSIONAL DISPOSITIONS by faculty and staff. These dispositions have been
identified as essential for a highly-qualified educator. Instructors and program directors will
work with
candidates rated as “unacceptable” in one or more stated criteria. The candidate will have an
opportunity to develop a plan to remediate any deficiencies.
I. Professional Dispositions Statement (Approved by Teacher Education Council, 2-7-2012)
The following statement on Professional Dispositions will appear in the Undergraduate and
Graduate Catalogs and in all relevant documentation.
Each candidate in the College of Education and Health Professions of UT
Arlington will be evaluated on Professional Dispositions by faculty and staff.
These dispositions have been identified as essential for a highly-qualified
professional. Instructors and program directors will work with candidates
rated as “unacceptable” in one or more stated criteria. The candidate will have
an opportunity to develop a plan to remediate any digressions.
II. PROFESSIONAL DISPOSITIONS GUIDELINES
The following Professional Dispositions Guidelines are to be followed by all students in
COEHP. The standards referenced are those of the Texas Administrative Code.1 Students
are responsible for identifying and following professional standards and policies for their
particular state.
A. Professional Demeanor: TAC Standards 1.9, 1.10, 2.1 through 3.9
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•
•
Demonstrates respect and consideration for the thoughts and feelings of others (diverse
populations, school personnel, university personnel, K-16 students).
o Demonstrates kindness, fairness, patience, dignity and respect in working with
others.
o Accepts decisions made by institutional authority (no means “no”).
o Treats others in a just and equitable manner.
Maintains composure and self-control.
o Responds positively to constructive criticism.
o Follows appropriate channels of communication/authority.
o Reacts professionally (calm and patient) when under stressful situations.
B. Professional Practices: TAC Standards 1.1 through 3.9
• Complies with class and program requirements
o Attends classes, trainings, and field experiences.
o Arrives on time and remains for the duration.
o Is prepared, engaged, and meets deadlines.
• Demonstrates academic integrity and honesty.
• Maintains appropriate confidentiality at all times.
• Demonstrates compliance with all laws and regulations.
• Demonstrates compliance with University policies and TEA/professional specialty
program area standards2
C. Professional Appearance: TAC Standards 1.7, 1.10, 2.5
• Displays personal appearance and/or hygiene appropriate for professional settings.
D. Professional Language/Communication: TAC Standards 1.1, 1.7, 1.9, 1.10, 1.11. 2.1,
2.3 through 2.5, 2.7, 3.1 through 3.6, 3.8, 3.9
• Uses appropriate and professional language and conduct.
• Works effectively, collaboratively, and equitably with others.
• Receives feedback in a positive manner and makes necessary adjustments.
• Uses electronic and social media appropriately, e.g., texting, Facebook, Linked-In.
• Follows school and state regulations in electronic contacts made with students, parents,
administrators, professors and others professionals.
• Uses UT Arlington email as official university form of electronic communication and
information.
• Uses respectful electronic communication etiquette in course related materials and
correspondence, such as in Blackboard and email.
1
Texas Administrative Code, Ethics and Standard Practices for Texas Educators: RULE
§247.2 Code of Ethics and Standard Practices for Texas Educators. Retrieved from
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=
&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=2
2
Non-Texas residents are responsible to follow the guidelines for ethical behavior published by
their home state.
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Course Schedule
Date
Week 1
Aug 27, 2012
TOPIC
1. Syllabus / Expectations
2. Update distribution list
3. Dates for the BTLPT
examination
4. Historical development of
Spanish-research study
Sept 3rd
Labor Day
Week 2
Sept 10, 2012
The connection between
Spanish and English
Week 3
Sept 17, 2012
Grammar overview
Week 4
Sept 24, 2012
Review of Spanish
orthography —Ortografía
Week 5
Oct1, 2012
Components of the Bilingual
Target Language Proficiency
Test--Spanish
1. Listening comprehension
activities
2. Reading comprehension
Oral Communication
Week 6
Oct 8, 2012
Week 7
Oct 15, 2012
Week 8
Oct 22, 2012
October 22-27
Oral Communication
assessment (Bilingual Target
Proficiency—Spanish
Training (Performance will
be graded)
TABE Conference
Week 9
Oct 29, 2012
Analysis of oral
communication
Week 10
Nov 5, 2012
Written Communication
READINGS and ASSIGNMENTS
Summary of Course Description
Assignments:
1. Download the BTLPT (TExES 190) Practice test
available from:
http://texes.ets.org/texes/prepMaterials/
2. PP 1: Spanish Research The Language Cervantes
Reading: Rosado, L. (2005, December). The
Language of Cervantes: Alive and well in Texas.
Hispania, 88 (4), 456-469.
PP 2: La Conexión Span-Eng
Reading: Morris & Rosado (2009), Chapter 1: La
Gramática del Lenguaje
PP 4: Grammar overview
Overview of Spanish grammar
Reading: Rosado & Morris (2009), Chapter 2: La
Ortografía
PP 5: Ortografía
Reading: Review the BTLPT practice examination
available from:
http://texes.ets.org/texes/prepMaterials/
PP 3: BTLPT
Reading: Chapter 3: La Comprensión Auditiva
TExES Competency I—Listening Comprehension
Read Chapter 5: La Comunicación Oral
TExES Competency II—Oral Expression
Rehearse questions for the oral part of the of the
BTLPT test.
Practice for the oral UTA-BTLPT
Reading: Chapter 6—La Comunicación Escrita
TExES Competency III—Reading Comprehension
San Antonio, Texas
Assignment: Letter to a parent or an administrator
TExES Competency IV—Written Expression
P a g e | 16
Week 11
Nov 12, 2012
Week 12
Nov 19, 2012
1. Writing paragraph
- to persuade, to explain…
Collect Writing sample
2. Writing lesson plans in
Spanish
Writing strategies
Evaluate Fourth Grade TASK/STAAR Released
test—Lectura y redacción
http://www.tea.state.tx.us/index3.aspx?id=3839&me
nu_id=793
Last day to turn-in vodcast. Student work on
vodcasts at the library.
Writing lesson plans in Spanish.
Rest and catch up
Nov 22-25th
Thanksgiving Holidays
Week 13
Nov 26, 2012
Spanish writing
Assignment: Turn-in lesson plan
Analysis of Spanish writing
Week 14
Dec 3, 2012
Analysis of lesson planning
Reading: Study the reading and writing STAAR
released examinations
Instructor reserves the right to adjust this schedule in any way that serves the educational needs
of the students enrolled in this course. –Luis A. Rosado
Resources
1. Texas Education Agency http://www.tea.state.tx.us/
2. National Clearinghouse for Bilingual Education http://www.ncbe.gwu.edu/states/texas/index.htm
3. Critical Intercultural Studies - Chat group http://stephweb.com/cgi-bin/cgiwrap/step/chathtml.pl
4. Reading in Content & Social Studies http://www.bibioweb.dgasca.ham.mx/
5. Activities related to holidays - ESL Teachers http://www.geocities.com/athens/troy/9087/
6. ESL lesson Plans and Resources http://www.csun.edu/~hcedu013/eslplans.html
7. National Clearing House for Bilingual Education http://www.ncbe.gwu.edu/
8. Documents about African Americans: http://memory.loc.gov/ammem/aap/aaphome.html
9. Texas Examinations of Educator Standards (TExES) reviews
http://texes.ets.org/prepMaterials/