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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.
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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.
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.
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College of Education
Department of Language, Literacy, and Intercultural Studies
BILS 3310
Emergent Literacy in the Bilingual Classroom
Spanish
Prerequisite: Admission to Teacher Education and SPAN 4316 or concurrent enrollment.
Professor:
Class Time:
Email:
Office Hours:
Office:
Phone:
Classroom:
(956) 882-
Course Catalog Description:
This course focuses on how children learn to read in the native language. Emphasis is on
research-based approaches for teaching reading in bilingual classrooms. Taught in Spanish. Lec
3, Cr 3.
Required Textbooks:
Freeman, Y.S., & Freeman, D.E. (2009). La enseñanza de la lectura y la escritura en español y
en inglés en clases bilingües y de doble inmersión (2nd ed.). Portsmouth, NH: Heinemann
Other readings will be available on Blackboard.
NOTE: A Tk20 account may be required for this course. Your instructor will inform you of its
necessity. 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/
Course Description Expanded and Purposes of the Course:
This course focuses on how children learn to read in the native language. Emphasis is on
research-based approaches for teaching reading in a bilingual classroom. The main goal of this
course is to offer students opportunities to learn about the principles and foundations of bilingual
education and how these apply to literacy and biliteracy development. Precise terminology in
English and Spanish and its application in the classroom will be stressed. Field experience
required. This course provides bilingual majors with instruction pertaining to the following
domain and competencies assessed in the Texas teacher certification exam:
Domain I – Bilingual Education. Competencies: 001, 002, 003
Competency 001: Foundations of Bilingual Education
Competency 002: L1 and L2 Acquisition
Competency 003: Literacy development and assessment
Domain II – English Language Arts and Reading. Competencies: 005, 006, 007,008, 010
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Course Objectives/SLOs:
At the end of the course, students will:
SLOs
TEKS
1. Understand and apply the fundamental principles of first and second
language acquisition, literacy and biliteracy development
2. identify common patterns and stages of literacy development in L1 and L2
3. understand how to help students transfer literacy competency from L1 to L2
by using students’ prior literacy knowledge in L1 to facilitate their
acquisition of L2 literacy.
4. utilize principles of beginning literacy to reading and writing instruction
I - 001,
002
I - 002
I - 002,
003
NCATE
Standard
1&4
1&4
1&4
I – 003
II
I – 002,
003
1&4
6. describe, identify and analyze methods of instruction for early learning of
reading and writing in Spanish and English
II
1&4
7. integrate second language learners' literature for elementary grades (PK-4)
and be cognizant of the criteria for evaluating and selecting literature in
Spanish and English for second language learners.
I 003
II
1&4
8. be acquainted with principles and strategies to assess students’ literacy
development in Spanish and English.
I 003
1&4
9. develop strategies, instructional activities and lesson plans to teach literacy
skills in Spanish and English
II
1&4
5. apply linguistic concepts (e.g., comprehensible input) and integrate reading
instruction strategies to promote the development of L1 and L2 literacy.
1&4
Tentative Calendar
Date
Topics
Aug 27 Introduction to the Course.
Community building;
Syllabus presentation.
Sept 3
Assignments
Related
Evaluation
Course
Method
Objective
Reading:
- The Benefits of Bilingualism. New
York Times. (Bb)
Individual write up: your stance on bilingual
education
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Classwork
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Classwork
Labor Day Holiday
Sept 10 Literacy and biliteracy
development: Main concepts
and theories
Reading:
- Freeman & Freeman – Chapter 1
1, 2, 3
Sept 17 Understanding the reading
process. Different theoretical
approaches to understanding
Reading:
- Freeman & Freeman – Chapter 2
3, 4, 5
Quiz 1
5
reading: Word recognition
Sept 24 Different theoretical
approaches to understanding
reading:
Sociopsycholinguistic view
Reading:
- Freeman & Freeman – Chapter 3
3, 4, 5
Oct 1
Reading:
- Freeman & Freeman – Chapter 5
- Torres, M. (2002). La ortografía. Uno
de los problemas de la escritura. En
Lectura y Vida (Bb)
5, 6
Quiz 2
5, 6
Rubric 3
Methods to teach reading and
writing in Spanish
Group assignment: Presentations on traditional
methods to teach reading and writing in
Spanish
Oct 8
Methods to teach reading and
writing in Spanish
Reading:
- Freeman & Freeman – Chapter 5
Distinguished Lecture: Dr. Alfredo Artiles.
Students will attend conference.
Oct 15
Principled approach to
teaching reading. Selecting
culturally relevant children’s
literature.
Group Presentations on methods
5, 6
Reading:
- Rodriguez, A. Literacidad Crítica y
Literatura Culturalmente Relevante.
(Bb)
- Freeman, Goodman & Serra.
Revalorización del estudiante bilingüe
mediante un programa de lectura
basado en literatura auténtica. (Bb)
Planning the literacy interview
Oct 22
Midterm Examination
Oct 29
Modelo de transferencia
gradual de responsabilidad.
Lectura compartida
Nov 5
El desarrollo de la escritura:
Etapas del desarrollo de la
escritura en español e inglés.
Rubric 1
Reading:
- Freeman & Freeman – Chapter 6
Group work: Select a book and plan an activity
using share reading.
-
5, 6
5, 6
Reading: Freeman & Freeman –
Chapter 7
Beeman, K. El Puente entre el inglés y
el español. (Bb)
In class activity: Groups will select a book and
model an activity using shared reading
Nov 12 Modelo de transferencia
gradual. Effective writing
instruction.
Reading:
- Freeman & Freeman – Chapter 8
Group Work: Designing a writing activity
6,7,8
Rubric 2
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Nov 19 Thematic teaching to develop
biliteracy. Planning and big
ideas
Reading:
7,8
- Freeman & Freeman – Chapter 9
TEKS in Spanish and ELPS from TEA website.
Quiz 3
DUE: Classroom observation report
Nov 26 Lesson Presentations.
DUE: Spanish lesson group presentations
ALL
Rubric 4
Dec 3
DUE: Spanish lesson group presentations
ALL
Rubric 4
To complete in Blackboard.
All
Lesson Presentations.
Dec 10 Final Exam
Grading:
1.
2.
3.
4.
5.
6.
7.
Class participation (in class presentations/activities)
Quizzes (three):
Mid-term exam
Emergent Literacy Interview
Field-based Assignment: Observations’ report
Group Lesson Plan and Presentation
Final Exam
Total:
10
30
15
10
15
10
10__
100 puntos
Assignment Description
Class Participation: Classes will include individual and group discussions, activities and
presentations to complete during class time. Therefore, missing classes will affect your
participation grade. Criteria to assess your participation:
 little or no participation, disruptive, distracted, doing other assignments during class time,
etc.
 moderate amount of participation; quality of participation is fair to good
 well prepared for class; full participation in a wide range of activities; i.e. outstanding
Quizzes: Three quizzes will be administered to assess reading comprehension and class’s topics.
The quizzes will be completed online. You will be able to complete the quiz any time from 8 pm
the day before class and 30 minutes before class time. Once you open the quiz, you will have 45
minutes to complete it. On quiz day, class will start 30 minutes later, the equivalent time needed
to complete the test.
Midterm Examination: A comprehensive exam will be administered on the topics discussed in
class and based on the readings for the course. The exam will consist on essay questions and the
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application of theory to particular scenarios on bilingual settings. Evaluation Method: See
Midterm Examination Rubric
Emergent Literacy Interview (Entrevista de Lectoescritura emergente): You will develop one
interview with a child between 3-5 years old. The interview will focus on inquiring about
children ideas about reading and writing. We will discuss specifics about the interviews during
class. You will bring the results of the interview to class. You write a short reflection analyzing
the interview. You are expected to apply concepts discussed in class and in the readings.
Evaluation Method: Rubric for Literacy Interview
Classroom Observation Report -Field-based Assignment: A minimum of 10 hours of field
experience is required for this course. You must complete the field experience record form
provided by the instructor each time you are there and have the teacher signed it. You will turn
in a classroom observation report . Instructions will be provided in class and through Blackboard.
To accurately complete the assignment and obtain full credit, you must read the instructions very
carefully and complete the observation report in a timely manner.
Group Lesson Planning and Presentation. Groups of 2-3 students will select a theme or a big
idea, collect children literature and content texts related to the theme and develop a lesson plan in
Spanish that will be presented and modeled for the class. The group will present the lesson and
will turn in a copy of the power point containing the lesson plan, activities, resources and a
rationale for the lesson design. The lesson approach should clearly integrate the concepts about
reading and/or writing learning and instruction discussed in class and in the readings. Evaluation
Method: See Lesson Plan and Oral Presentation Rubric
Final Exam: The final exam will consist in a series of questions to answer in Blackboard.
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
B+
B
B-
87-89.9
83-86.9
80-82.9
C+
C
C-
77-79.9
73-76.9
70-72.9
D+
D
67-69.9
63-66.9
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D-
60-62.9
F
Failure
W: The deadline to withdraw is specified in the Academic Calendar for each semester or term.
After the deadline to drop with a grade of a W has passed, students may not be awarded a W as a
final grade.
I: 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. Arriving late or leaving early is unprofessional and causes a
distraction to others. Students are allowed one absence with no penalty. At end of the
semester, 3 points will be deducted for the second and third class missed, 5 points for
each class missed after the third absence. Being late to class or leaving early twice
constitutes one absence. A student may be dropped from the course with a grade of “DP”
or “DF” at the instructor’s discretion due to excessive absences (more than 5). You will
be able to check your attendance status in Blackboard.
2. Complete all assignments by the due date. Late assignments will not be accepted following
4 days of the due date. Late assignments will incur in a considerable grade reduction.
There will be no make-up assignments.
3. All assignments will be written in Spanish.
4. Please type all assignments, unless otherwise specified.
5. The instructor reserves the right to make changes in the syllabus as deemed
necessary. Students will be notified of any and all changes.
6. Grade Appeals: If you (the student) do not agree with a grade on an assignment, it is your
responsibility to appeal the grade to the instructor within two days after the grade was
received. Later appeals will not be considered.
7. Please, turn off all cell phones and pagers before entering class.
Suggested Readings
Carrasquillo, A., & Segan, P. (1998). The teaching of reading in Spanish to the bilingual student:
La Enseñanza de la lectura en Español para el estudiante bilingüe. Mahwah, N.J. :
Lawrence Erlbaum Associates
Ferreiro, E. & Teberosky, A. (1979). Los sistemas de escritura en el desarrollo del niño. Mexico,
DF: Siglo Veintiuno Editores.
Ferreiro, E. & Teberosky, A. (1982). Literacy before schooling. Portsmouth, NH: Heinemann.
Freeman, Y., Goodman, Y, & Serra, M. (1995). “Revalorización del estudiante bilingüe
mediante un programa de lectura basado en literatura auténtica.” Lectura y Vida, 16(1):
13-24.
Lindholm-Leary, K. J. (2001). Dual Language Education. Clevedon, UK: Multilingual Matters.
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Routman, R. (2000) Conversations: Strategies for Teaching, Learning and Evaluating.
Portsmouth, NH: Heinemann.
Ministry of Education (1996). Reading for Life. The Learner as a Reader. Hong Kong: Learning
Media.
Teberosky, Ana. (2003) La alfabetización inicial. Aportes y limitaciones. Cuadernos de
Pedagogía, Monográfico Nro 330.
Assessment Rubrics
1. Midterm Examination Rubric
LEVEL OF ACHIEVEMENT
Exemplary
(100%)
Adequate
(95 to
75%)
Needs
improvement
(75% to 60%)
Unacceptable
(less than
60%)
Analysis of the case applying concepts and
theory. General Quality of Response –
Soundness of Argument (30 pts)
 A precise, comprehensive argument on
topic.
 Excellent understanding and genuine
depth of thought.
 Compelling, logically sound arguments,
analysis, and examples.
Provides or designs a strategy to solve the
problem established by the case(20 pts)
 The situation is directly and
thoughtfully addressed and supported
with a thorough discussion of all key
issues
Responses provide evidence of conceptual
understanding (20 pts)
Examples and strategies provided are
adequate, conceptually sound and clearly
described (15 pts)
Quality of expression (15 pts)
 Command of expression, grammar,
punctuation, and mechanics.
 No errors or at most a few minor ones.
TOTAL
2. Emergent Literacy Interview Rubric. (Rúbrica para evaluar la Entrevista sobre Lectoescritura
Emergente)
Exemplary 100%
Clearly & effectively
Adequate 95% to 75%
Response to assignment
generally adequate &
Needs Improvement
(75% to 60%)
Minimally responds to
the assignment.
Unacceptable (less than
60%)
Does not respond well to
assignment.
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responds to assignment.
5 points
The interview was
completed thoroughly.
There are no missing
elements. Answers are
clear and detailed
40 points
Materials selected for the
interview are appropriate
and reflect understanding
of child’s cultural
background
10 points
Few, if any, minor errors in
sentence construction,
usage, grammar, or
mechanics.
15 points
Reflection is included,
complete and articulates
the readings and concepts
in a manner that shows
students’ understanding of
how children construct
ideas about reading.
thorough.
The interview was
completed but there are
few missing elements.
The interview was
completed but there are
several missing
elements. Some
answers are not clear
Partially completed
Materials selected for the
interview are somehow
appropriate but some do
not clearly reflect
understanding of child’s
cultural background
Materials selected for
the interview are
partially appropriate
and do not clearly
reflect understanding of
child’s cultural
background.
There are some
common errors in
sentence construction
but the writer generally
demonstrates a correct
sense of syntax.
Reflection is mostly a
description of what
student did during the
interview. It does not
clearly show students’
understanding of how
children construct ideas
about reading.
Some materials necessary for
the interview were not
selected
There may be a few
minor or major errors in
sentence construction,
usage, grammar, or
mechanics.
Reflection is included,
and articulates some of
the readings and concepts
in a manner that shows
students’ understanding
of how children construct
ideas about reading.
There are numerous minor
errors and some major errors.
Sentence construction is
below mastery and may
display a pattern of errors in
usage and mechanics.
Reflection is only a
description of what student
did during the interview. It
does not show students’
understanding of how children
construct ideas about reading.
30 points
3. Oral Presentation Rubric
LEVEL OF ACHIEVEMENT

4.
Organization: 30 pts
a. Introduces the purpose of the
presentation clearly and
creatively.
b. Student presents information
in logical, interesting sequence
which audience can follow
Content: Depth and Accuracy : 40 pts
a. Accurate and complete
explanation of key concepts
Exemplary
(100%)
Adequate
(95 to
75%)
Needs
improvement
(75% to 60% )
Unacceptable
(less than 60
%)
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and theories, drawing upon
relevant literature.
b. Information completely
accurate; all names and facts
were precise and explicit
1. Communication: 30 pts
a. Graphics are designed
reinforce presentation
b. Clear articulation of ideas,
use of terms, speaker is
comfortable and engaging
c. Uses appropriate academic
terms
d. Command of expression,
grammar, punctuation, and
mechanics.
TOTAL
4. Lesson Plan Rubric
LEVEL OF ACHIEVEMENT
Exemplary
(100%)
Adequate
(95 to
75%)
Needs
improvement
(75% to 60%)
Unacceptable
(less than 60%)
Adequacy of the topic to grade level
and TEK (5 pts)
Lesson organization and structure
(inclusion of reading and writing)
(25 pts)




Conceptual understanding
(sociopsicolinguistic approach to
reading and writing and the model
of gradual transference of
responsibility) (25 pts)
Use of appropriate resources (20
pts)
General presentation (25 pts)
completeness,
organization,
clear explanations,
use of academic language
TOTAL
5. Rubric for Classroom Observations. Field Place Assignment. (Rúbrica para evaluación
de las observaciones de clase)
Excelente 100%
Adecuado 95% to 70%
Necesita mejorar (70% o menos)
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Todas las horas de observación se
cumplieron, se observaron
lecciones de artes del lenguaje y
lectura, se completaron las formas,
la maestra firmó la asistencia y se
incluyó la reflexión final.
1.5 puntos
La descripción de la clase es
completa, incluye detalles que dan
una clara idea de cada lección, sus
objetivos, contenidos y las
actividades desarrolladas por niños
y maestra.
El trabajo esta casi
completo, pero falta algún
ítem o alguna parte del
trabajo no se completó
totalmente
Varias partes del trabajo están
incompletas, y/o faltan
completar ítems del trabajo, o
el trabajo se presentó tarde.
1 puntos
La descripción de la clase
y actividades es completa,
pero incluye pocos
detalles que dan una idea
(no demasiado clara) de la
lección, sus objetivos,
contenidos y las
3.5 puntos
actividades desarrolladas
por niños y maestra.
2.5 puntos
Incluye una reflexión final,
Incluye una reflexión
mínimo 2 párrafos, donde
donde explica sus ideas
reflexiona críticamente sobre lo
sobre lo observado en la
observado, estableciendo
clase y establece algunas
conexiones claras y fundamentadas conexiones no demasiado
con lo aprendido sobre la
claras con lo aprendido en
lectoescritura. Incluye ideas o
la clase. Incluye algún
conceptos y los ejemplifica con lo concepto y lo ejemplifica.
observado
2.5 puntos
3.5 puntos
La gramática y ortografía presenta La gramática y ortografía
muy pocos errores. La redacción es presenta varios errores.
clara
Algunas oraciones
1.5 puntos
necesitan mejorar la
redacción.
1 punto
0.5 puntos
La descripción de la clase y
actividades está completa, no
incluye suficientes detalles.
1.5 puntos
La reflexión es principalmente
una descripción de lo
observado con algunos
intentos de conexión con lo
aprendido pero que no son
muy claros.
1.5 puntos
La gramática y ortografía
presenta muchos errores.
Problemas de redacción
dificultan la comprensión de
las ideas.
0.5 puntos
INSTITUTIONAL POLICIES
Satisfactory Academic Progress (SAP)
UTB/TSC monitors academic progress every fall and spring semester 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
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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 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, 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 give 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 enforced. (Board of Regents Rules
and Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow your
peers to pressure you to cheat. Your grade, academic standing and personal reputation are at
stake.
Students’ Academic Responsibilities
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 any time, be dropped
from courses. 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 courses,
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://myutbtsc.blackboard.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 the 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
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Online to provide a current email address. Students may update their email address by following
the link 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 956-8827374 or e-mail steve.wilder@utb.edu.