University of California, San Diego
Department of Education Studies
EDS 342B
Winter 2015
ASL-English Bilingual Practices
Instructor: Bobbie M. Allen, Ph.D.
Office: Pepper Canyon Hall 330
619-838-4567(text/voice)
bmallen@ucsd.edu
Class Meeting Schedule
Time: 2-4:50
Dates: Tuesdays
Location: PCYNH 361
Office Hours:
Tuesdays 5-6pm
Wednesday 11:30-1pm
Course Website
http://eds342b.weebly.com/
Course Description
Students will investigate formal and informal assessment techniques used for
deaf and hard of hearing children, bilingual/multicultural education practices
across the curriculum, effective learning environments, and approaches for
educating and interacting with families and communities.
Required Textbooks
Fall Textbooks
Barr, M.A., Craig, D.A., Fisette, D., & Syverson, M.A. (1999. Assessing literacy
with the Learning Record: A handbook for teachers, grades k-6. Portsmouth,
NH: Heinemann
Livingston, S. (1997). Rethinking the education of deaf students. Portsmouth,
NH: Heinemann.
Culham, Ruth (2005) 6 +1 Traits of Writing: The Complete Guide for the Primary
Grades. New York:Scholastic
Schleper, David R. (2006) Literacy—It All Connects. Washington DC: Laurent
Clerc National Deaf Education Center
Recommended Winter Textbooks
Culham, Using Picture Books To Teach Writing ( A resource for using 6+1
Writing Traits)
Schleper: Leading from Behind (Language Experience Approach)
Children’s Books with Deaf Characters. Can be purchased through Amazon.com
Carole Addabbo - Dina The Deaf Dinosaur
Anita Riggio - Secret Signs: An Escape Through the Underground Railroad
Michael Thal- Goodbye Tchaikovsky
Dawn L. Watkins - The Spelling Window
On Line Readings on Course Website and UCSD’s electronic reserves
Course Expectations/Evaluation
Due dates & point value
Attendance & Participation:
Weekly
20
End of
Winter
Quarter
30
Students are expected to attend all class meetings (face to face and on-line), and arrive prepared to participate in
activities, including in class activities and writing assignments
3-2-1 for weekly readings:
3 Big Ideas
2 Questions you may still have about the ideas in the readings or a critical analysis
1 Teaching practices/approaches you may consider for implementation, and if implemented, a reflection
on the implementation (How did it go? What was successful and/or challenging? What would you do
differently next time?)
2 Learning Record/Individual Profile & Language Sample on DVD & Part C (Family/Student
Conversations)
Friday
March 21
Presentation of Thesis of Former Graduates:
See
Syllabus
Select One of the Suggested Thesis
for date of
presentatio
n
Learning to write together : writer'sworkshop for deaf children in the primary grades / by Elizabeth Perez
2002
The art of letting go : keeping ASL and English grammars separate / by Erin Brae Oleson
20
2006
. Thinking about language : an ASL wall curriculum / by Sara Martin
2000
Finding linguistic equivalencies between ASL and English : unlocking reading comprehension /
by Naomi Sheneman2004
Visual learners : deaf students recapture American immigration through photography /
by Marina Lee Lavelle
2006
Choose One Strategy to Implement from #1-6. #7 is required and should be done with your whole
class. For the 2 LR portfolio students, use a minimum of 2 student-writing artifacts and assess with 6+1
Writing assessment (rubric). Use the assessed writing pieces as evidence in the LR for a writing sample
combined with a writing conference that will be documented as a “Writing Sample” using the data
collection form provided in LR.
End of the
Winter
Quarter
30
Friday,
March 21
1. Language Experience Approach (LEA),
2. ASL Wall
3.Writers’ Workshop
4. Literature Circles (can be in any content area not just language arts)
5. Dialogue Journals
6. Your choice of approaches or strategies (not listed) with approval from me
7. 6+1 Writing Traits Lesson, Implementation & Assessment of Writing
Total Points
100
Class Sessions
Session 1, January 6, Overview of Course: syllabus and projects
Share LRs from the Fall
Bring in hard copies of the LR (complete) with reading, writing and talking and listening
data/observations and any writing samples you have already collected. We will share our
LR with each other and use the LR Reading and Writing Rubrics to validate scale
placements from the fall.
Discussion of requirements of the 3 projects: The Learning Record, Choice of Teaching
Strategy #1-6 options), 6+1 Traits of Writing Lesson(s) (#7 required), Implementation
and Assessment of writing artifacts/sample of all students
IN CLASS: DVD
Books Sharing the Deaf Way, Chapter 6
Read & Review:
Schleper: Literacy It All Connects, pp. 23-30
Session 2, January 13 The Role of Fingerspelling & Reading/Writing Development
Bring in samples of students’ writing—not just the LR student. We will want to
determine where your students are in their writing development. Do not bring “copy
writing” or completed sentence frames etc—this should be a “free” writing sample or a
topic the students chose or were assigned to write for any content area
Due: 3-2-1 for weekly readings
In Class Activity & Presentation:
Overview of Fairview Curriculum: Consonant Vowel Charts & DVD Adapted Dolch
Words
Shared Reading DVD
Read:
Culham, Chapters 1 -2 & 8
Schleper: Literacy It All Connects, pp 39-56
Mayberry et. Al (2010) Reading Achievement in Relation to Phonological Coding and
Awareness in Deaf Students: A Meta-analysis (course website reading)
Padden: Lessons to be Learned from the Young Deaf Orthographer
https://quote.ucsd.edu/padden/files/2013/01/lessons_to_be_learned_from_the_young_dea
f_orthographer.pdf
Fingerspelling
The Importance of Fingerspelling for Reading
http://vl2.gallaudet.edu/assets/section7/document100.pdf
Review these websites to deepen your understanding about spelling and writing
development.
The Stages of Spelling Development
http://www.education.com/reference/article/stages-spelling-development/
Invented Spelling & Spelling Development
http://www.readingrockets.org/article/267/
Stages of Writing Development
http://fourblock.wikispaces.com/file/view/StagesofWritinghandout.pdf
Writing Stages
http://wwcsd.net/~goodwinm/Writingstages.htm
Session 3, January 20 Writing Approaches
*****Bring in samples of students’ writing—not just the LR student. We will want to
determine where your students are in their writing development using the 6+1 Writing
Traits and the LR rubric. Do not bring “copy writing” or completed sentence frames
etc—this should be a “free” writing sample. There may be a prompt to the writing piece
depending on the topic selected by the teacher or even better a selected topic and writing
piece by the student(s).
Due: 3-2-1 for weekly readings
In Class Activity/Presentation: A look at the Fairview Curriculum: Adapted Dolch
Word List/Bridging (DVD)
DVD and Read Manual: Schelper: Leading from Behind (Language Experience
Approach)
Read
Culham 3 & 4
Schleper: Literacy It All Connects, pp. 31-38
Livingston, pp. 88 -128 (Chapter 4: Becoming Better Writers)
Session 4: January, 27: Reader’s & Writer’s Workshop
Due: 3-2-1 for today’s readings
In Class Activity & Presentation
Reader’s Workshop DVD & Powerpoint
Writer’s Workshop
Read:
Culham 5 & 6
DSchelper, Literacy It all Connects, pp 57-92
Welcome to Writer’s Workshop (See EDS 342B weebly website)
Session 5 February 3, ASL-English Connections & Reflection of LR (Part C)
Due: 3-2-1 for today’s readings.
Read
Livingston: Chapter 5&6
Barr: Reflecting on the Year’s Work, pp 53-74
Schelper: Literacy It all connects: pp. 93-108
What are Literature Circles?
http://en.wikipedia.org/wiki/Literature_circle
Session 6, March 17
Individual Presentations of Graduate Thesis
Due finals week, Friday March 20
1. Teaching Strategy Lesson Plan(s), Implementation & Reflection
2. The Learning Record Portfolio for 2 students (All parts completed, A,B,&C)
Submit complete LR portfolio from Fall-Winter as 1 portfolio (hard copy is preferred)
Organize from Fall to Winter Quarter, follow” The Learning Organization”, on webpage
3. 6+1 Traits of Writing Lesson Plan(s), Implementation and Reflection