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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 fullyaccredited 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
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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.
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. 3312
Teaching Reading in the Bilingual Classroom
Instructor:
Office Hours:
Please try to make an appointment with the professor even when you come in
during office hours to avoid waiting. Appointments outside of office hours can be
arranged. E-mail is the most efficient way to communicate.
Day and Time the Class meets:
Location of Class:
Course Catalog Description:
Students will learn the developmental processes involved in biliteracy. This course
focuses on methods and techniques for integrating teaching, and assessing reading
skills in the Spanish/English bilingual classroom. Taught in Spanish, Field
experience is required.
Required Texts:
 Assigned Readings
 Current Texas State adopted Basal Readers K-6th.
 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 Purpose of the Course:
This course is a requirement for students pursuing EC-6 Bilingual degree. It
provides EC-6 bilingual majors with the developmental processes involved in
biliteracy Spanish/English. It focuses on different methods and techniques for
integrating teaching and assessing reading skills in the bilingual classroom
according to the policies and procedures followed in the state of Texas.
This course provides bilingual majors with instruction pertaining to the following
domains and competencies assessed in the Texas teacher certification exam:
Domain I – Bilingual Education
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Competency 002 – First and second language acquisition
Competency 003 – Developmental and assessment of literacy
Domain II – English Language Arts and Reading
Competency 005 - Developmental processes of oral language:
listening/speaking
Competency 008 - Literacy development and approaches
Competency 009 - Word analysis and identification skills (Decoding)
Competency 010 - Reading fluency and comprehension
Competency 011 - Components and processes or reading comprehension
Competency 013 - Writing conventions
Competency 014 - Writing developmental processes
Course Objectives
Course Objectives / SLOs
NCATE
STANDARD
TExES
Competencies
Conceptual
Framework
A. Understand theories
and principles of
literacy
development.
B. Demonstrate
knowledge of the
Spanish language
structure.
C. Understand Spanish
oral language skills
necessary for
literacy.
D. Demonstrate
knowledge of
Spanish different
reading methods and
techniques.
E. Demonstrate
knowledge of
Spanish decoding
and comprehension
skills.
F. Demonstrate
knowledge of
Spanish writing
skills.
1, 4
BE 002
003
Interculturalism
1, 4
BE 005
Interculturalism
1, 4
BE 005
Interculturalism
Interrelatedness
1, 4
BE 008
Pedagogical
Leadership
1, 4
BE 009
010
011
Interculturalism
Interrelatedness
1, 4
BE 013
014
Interculturalism
Interrelatedness
G. Make a comparison
of the structures of
Spanish and English
1, 4
BE 003
Interculturalism
Interrelatedness
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to diagnose and
prognosticate
problems in bilingual
children.
H. Demonstrate
1,4
knowledge of
assessing reading
skills in the Spanish
English bilingual
classroom.
I. Make a comparison
1,4
of reading skills that
are transferable from
Spanish literacy to
English literacy and
vice-versa.
J. Practice through
1,4
interactive groups
different approaches
to teaching reading
in Spanish, and
develop activities
using children’s
literature.
BE 003
Interculturalism
Interrelatedness
BE 008
Interculturalism
Interrelatedness
BE 008
Pedagogical
Leadership
Calendar
date
week
SLO
Topic and Assignments
A
TExES
Comp.
BE 002
8/28
1
9/4
Evaluation
2
A
BE 002
Demonstration of Spanish
Language Structure
9/11
3
A
Basal Readers
9/18
4
D, E
5
D, E
Methods: Decoding and
comprehension
Quiz
Synthetic Methods
Quiz
9/25
BE 003
005
008
BE 008
009
BE 011
BE 008
10/2
6
G
BE 009
Presentation: Decoding Lessons
Rubric
Course Introduction and Spanish
Language Structure
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10/9
7
BE 008
10/
16
G
Analytic Methods
Language Experience Approach
Midterm Exam
Exam
BE 005
009
Paper and Report: Readiness
Rubric
Rubric
10/
23
9
10/
30
10
B
BE 005
008
Paper and Report: Oral
Language Development
Paper and Report: Methods
Rubric
11/6
11
B
Paper and Report: Decoding
Presentation: Language Lessons
Rubric
Rubric
11/
13
12
B
BE 009
005
013
014
BE 005
013
014
Presentation: Language Lessons
Rubric
11/
20
13
C, F
BE 010
011
013
014
Paper and Report:
Comprehension Skills
Paper and Report: Writing
Skills
Quiz
Rubric
Presentation: Decoding
Lessons
Quiz
11/
27
14
C, E
BE 010
011
Presentation: Comprehension
Lessons
School Observations Due
Rubric
12/4
15
C, E
BE 010
011
Presentation: Comprehension
Lessons
Rubric
12/
11
16
Final Exam
Exam
MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY AND EVALUATION
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Quizzes: Quizzes will be given on assigned readings and material previously covered
in class. Quizzes are tentatively scheduled on the course outline. Additional quizzes
may be given at professor’s discretion. There will be no make-up quizzes.
Class Activities: There will be individual and group discussions, activities and
presentations to complete during class time. Students must be present in class to
complete such assignments. Activities missed due to absence, getting to class late or
leaving early cannot be made up. Homework may be assigned at the instructor’s
discretion.
Field experience: 15 hours of field observations/experience is required for this
course. You may observe and/or help the teacher as necessary. You must complete
the field experience record from each time you are there and have the teacher sign
it. Keep a journal of your observations, specific guidelines will be given by your
professor. At the end you will write a reflective essay and elaborate on how your
observations have impacted you as a future teacher and establish personal
connections.
Paper and Report on Assigned Reading Topics: You will write a paper on a specific
reading topic assigned by your professor. You will research it and describe your
findings and its importance to help acquire literacy. Guiding questions will be
provided by the professor. You must be prepared to present and discuss your
findings in class. For your presentation use power.
Paper and Report on Assigned Reading Topics Rubric
Elements
Distinguished
Proficient
Basic
Unsatisfactory
Organization of
Paper
Highly structured.
Paper flows for
the reader.
Clear
organizational
structure. Smooth
transitions.
Some
organizational
structure. Visible
progression.
Paper lacks
organization. It is
difficult to read.
5
4
3
2 or less
Completeness
All questions are
answered.
Most questions are
answered.
Some questions are
answered.
Few questions are
answered
28-30
Excellent , very
accurate
information.
23-27
Good information.
19-22
Basic information.
18 or less
Poor information.
Accuracy of
information
Appropriate
format
38-40
31-37
28-30
Paper is of
specified length
and follows the
required font and
spacing
Paper is about the
specified length,
and closely
follows the
required font and
The format of the
paper
considerably
lacks alignment
with length, font
27 or less
Paper does not
follow the
required length,
font and spacing
specifications.
8
specifications.
5
Appropriate use of
the English
language
Highly effective
use of the English
language. Paper
is free of
grammatical
errors. Author
has total
command of
written English.
Responses are
paraphrased.
18-20
spacing
specifications.
4
Adequate use of the
English language.
Paper has minimal
grammatical errors.
Responses are
paraphrased.
16-17
and spacing
specifications.
3
2 or less
Adequacy of use of
the English
language is
inconsistent. Paper
has considerable
grammatical errors.
Poor use of the
English language.
Paper has major
grammatical errors.
14-15
13 or less
Lessons: You will work in groups. You will develop three lessons on different
reading skills assigned by your professor. Lessons must be appropriate for the
selected grade level (consult the TEKS). Each lesson must contain a precise objective
and assessment. It must integrate technology. You will follow the format provided
by the professor to describe the lessons in detail. You will prepare a 20 minute
presentation for the class using the necessary materials to illustrate your lessons
such as handouts, books, visuals (realia, posters, etc.) manipulatives and any other
materials.
Lessons Rubric
Elements
Distinguished
Proficient
Basic
Unsatisfactory
Objectives and
Assessment
Precise
objectives
related to TEKS
grade level and
correlated
assessment.
Clear objectives
related to TEKS
grade level and
close correlation to
assessment.
Clear objectives
related to TEKS
grade level and
some correlation
to assessment.
Objectives are not
clear and do not
relate to TEKS
specific grade
level, There is no
correlation to
assessment.
10-9
Lessons are of
excellent
quality, are
highly detailed
and have well
specified
objectives and
assessment.
8-7
Good lessons
explained in some
detail. Objectives
are stated and also
assessment.
6-5
Lessons lack
detail. The
objectives are
unclear, no
assessment.
4 or less
Weak lessons
with no objective
or assessment.
Lessons
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Materials
35-30
Materials are of
excellent
quality and
meet the needs
of the lessons.
Excellent
handouts and
use of
technology.
29-25
Good materials
appropriate for
lessons. Good
handouts and use
of technology.
8-7
Grammar and
Mechanics
Presentation
Individual
Contributions
10-9
Highly effective
use of the
written
language.
Lessons are free
of grammatical
errors.
Adequate use of the
written language.
5
Excellent
presentation of
lessons and
activities.
Highly detailed.
Excellent
materials.
Complete and
legible
handouts.
Excellent
speaking skills.
4
Lessons and
activities were well
presented. Good
materials used.
Complete handouts.
Good speaking
skills.
15-14
Proportionate
and important
individual
contributions
made to the
planning and
presentation of
the lessons.
15-14
24-20
Some materials
are included with
the lessons. Basic
handouts and use
of technology.
19 or less
Failed to include
materials for
lessons. No
handouts and
poor use of
technology.
6-1
Adequacy of use
of written
language is
inconsistent.
0
Poor use of
written language.
Lessons have
major
grammatical
errors.
3
1-2
Basic
explanations
provided. Some
materials used.
Some handouts
are missing.
Inconsistent
speaking skills.
Poor
explanations.
Materials are of
poor quality.
Handouts are not
legible or not
provided. Poor
speaking skills
13-12
Individual
contributions were
made to the
planning and
presentation of the
lessons.
11-10
Lack of individual
contributions to
the planning and
presentation of
the lessons.
9 or less
No individual
contributions to
the planning, and
presentation of
the lessons.
13-12
11-10
9 or less
Grading
Assignment
Assessment Weight
10
Quizzes and class activities
Lessons
Field Experience
Paper & Report on Assigned Reading Topics
Midterm Exam
Final Exam
10%
25%
5%
10%
25%
25%
100%
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+ 98-100
A 93-97
A- 90-92
B+ 88-89
B 83-87
B- 80-82
C+ 78-79
C 73-77
C- 70-72
D+ 68-69
D 63-67
D – 60-62
F 0-59
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. Grade Appeals: If you (the student) do not agree with a grade on an
assignment, quiz, etc…it is your (the student) responsibility to appeal the
grade to the instructor within two days after the assignment was returned.
2. Attendance Policy: Class attendance is required. Punctuality is expected of
all students. Being late to class or leaving early twice constitutes one absence.
A student may be dropped from the course at the instructor’s discretion due
to excessive absences. Two (2) unexcused absences will constitute grounds
to dismissal from the class. If you miss a class it is your responsibility to
contact a fellow student to obtain notes and explanation of handouts and
homework.
3. Make-up Policy: No late work is accepted. If ill when and assignment, please
send by another student. There will be no make-up quizzes. Class activities
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missed due to absence, getting to class late or leaving early cannot be made
up.
4. Class Disruptions and Cell Phones: Turn off all cell phones before entering
class. MP3 players are not allowed in class. Please refrain from texting during
class as it is considered disrespectful. Laptops and tablets are only allowed
when used to take notes. Students caught texting, emailing, web-browsing,
etc. will be asked to put away their electronic devices or leave the classroom.
5. Syllabus Disclaimer: While the provisions of this syllabus are as accurate
and complete as possible, the instructor reserves the right to change any
provisions herein, not covered by UTB/TSC Handbook of Operating
Procedures or UT Regent Rule, with notice if circumstances so warrant
Every effort will be made to keep students advised of such changes and
information about such changes will be available at all times from the
instructor. It is the responsibility of each student to know what changes if
any, have been made to the provisions of this syllabus and to successfully
complete the requirements of this course. Questions regarding information
on the syllabus and course requirements need to be addressed by the
students when the syllabus is received.
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 couse 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 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 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)
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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