CARDINAL STRITCH U N I V E R S I T Y SYLLABUS OF COURSE Course No: RL 510 Title of Course: Language, Cognition, and Literacy Credit Hours: 3 Scheduled Class Time: Thursday Hours: 5-8pm Instructor: Casey O’Keefe Semester: Fall Year: 2010 Syllabus Outline a. Course title b. Course description (should match the University Catalog) c. Measurable course objectives d. Methods of assessment linked to each course objective e. Criteria for assessment that describe how the performances f. Outline of the sequence of topics and content covered in the course. will be judged and ultimately graded. Assessment criteria must be clearly specified in a list, paragraph or scoring rubric format. A suggested grading scheme, which includes weighting of assignments, assessments or other measured performances, must be included here as well. g. Required materials and other relevant supportive references cited in APA, MLA, or other style appropriate to the discipline. h. Textbook(s) used i. Writing and speaking across the curriculum j. Policy on class attendance k. Policy on cheating and plagiarism (reference the Institutional Policy on Academic Integrity) l. Policy on late assignments m. Policy on missed exams and assignments n. Office hours o. Last date for withdrawal (2/3 of semester for courses with unusual start dates or which don’t last 15 weeks) p. Policy statement for Rehabilitation Act 504 Revised Fall 2002 to reflect requirements of the Undergraduate and Graduate Curriculum Committees and the assessment requirements of NCA.
Transcript
CARDINAL STRITCH U N I V E R S I T Y
SYLLABUS OF COURSE
Course No: RL 510 Title of Course: Language, Cognition, and Literacy Credit Hours: 3 Scheduled Class Time: Thursday Hours: 5-8pm Instructor: Casey O’Keefe Semester: Fall Year: 2010 Syllabus Outline a. Course title b. Course description (should match the University Catalog) c. Measurable course objectives d. Methods of assessment linked to each course objective e. Criteria for assessment that describe how the performances
f. Outline of the sequence of topics and content covered in the course.
will be judged and ultimately graded. Assessment criteria must be clearly specified in a list, paragraph or scoring rubric format. A suggested grading scheme, which includes weighting of assignments, assessments or other measured performances, must be included here as well.
g. Required materials and other relevant supportive references cited in APA, MLA, or other style appropriate to the discipline.
h. Textbook(s) used i. Writing and speaking across the curriculum j. Policy on class attendance k. Policy on cheating and plagiarism (reference the Institutional Policy on Academic Integrity) l. Policy on late assignments m. Policy on missed exams and assignments n. Office hours o. Last date for withdrawal (2/3 of semester for courses with unusual start dates or which
don’t last 15 weeks) p. Policy statement for Rehabilitation Act 504 Revised Fall 2002 to reflect requirements of the Undergraduate and Graduate Curriculum Committees and the assessment requirements of NCA.
RL 510: Language, Cognition, and Literacy
STUDENT MODULE ACCELERATED FORMAT
3 credits
Department of Literacy and Language Development College of Education
Cardinal Stritch University
Devoted to bridging knowledge, practice, and service.
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Cardinal Stritch University
RL 510: Language, Cognition, and Literacy 3 Graduate Credits
The College of Education is devoted to bridging knowledge, practice and service.
Cardinal Stritch University is a Franciscan learning community that acts courageously and with integrity
to foster the transformation of lives. Instructor: Casey O’Keefe, MS/CCC-SLP Phone: Office: 414-410-4543 Cell: 414-315-4697 Office Hours by appointment. Course Description Examination, discussion, and application of linguistic and learning differences as applied to the relationship between language, cognition, and literacy. Measurable Course Objectives By the end of this course, students will be able to do the following: Wisconsin Teacher Standard 1 Teachers know the subject they are teaching The teacher understands the central concepts, tools of inquiry, and structure of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupil.
Program Outcome II Recognize and evaluate current and historical perspectives regarding instructional practices in literacy.
Performance Indicator B. Evaluate current assessment and instruction with regard to research-based learning practices.
Method of assessment: Discourse Analysis, Language Samples, and Written Responses Criteria for assessment: See rubric for: Discourse Analysis, Language Samples, and Written Responses
Wisconsin Teacher Standard 1 Teachers know the subject they are teaching The teacher understand the central concepts, tools of inquiry, and structure of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupil.
Program Outcome II Recognize and evaluate current and historical perspectives regarding instructional practices in literacy.
Performance Indicator B. Evaluate current assessment and instruction with regard to research-based learning practices.
Method of assessment: Discourse Analysis, Language Samples, and Written Responses. Criteria for assessment: See rubric for: Discourse Analysis, Language Samples, and Written Responses.
Wisconsin Teacher Standard 7 Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
Program Outcome X: Communicate Effectively Performance Indicator A: Effectively present opinions, assignments, action research etc. to peers.
Method of assessment: Final paper. Criteria for assessment: See rubric for final paper.
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Wisconsin Standard 3 Teachers understand that children learn differently. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
Program Outcome I Understand and appreciate the concept of diversity (cultural, linguistic, ethnic, experiential, achievement) as applied to literacy instruction and the ability of all students to acquire literacy competence.
Performance Indicator C: Identify key findings in literacy research that supports instructional practices for diverse learners.
Method of assessment: Discourse Analysis, Language Samples, and Written Responses. Criteria for assessment: See rubric for : Discourse Analysis, Language Samples, and Written Responses.
Grading Scheme or Weight Attached to Different Assessments Rubrics or assessment checklists will be given for major assignments and activities. It is expected that the individual student and/or study team members use the rubric to self assess. Self-assessments will be completed and turned in with each assignment. A grade of “A” presupposes careful attention to the following components: clarity of writing style, specificity of examples; attention to the required format; neatness of presentation; absence of typos, and accurate use of APA guidelines. Word processed work is expected unless otherwise indicated. It is expected that work will be turned in on the assigned date. If there is a problem, please contact the instructor. Sequence of Classes, Topics and/or Content The instructor reserves the right to modify topics and assignments as needed.
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Class Session One • Overview of Course • Discussion of Language • Begin Language Development
Individual and Study Team Assignments Individual Read Trumbull and Farr: Preface, Chapter 1 Read Power and Hubbard: p. 1-15, p. 91-94, p. 129-137 Written Response Due Week 2: Myths/patterns/question
• Reflect on the “Eight Myths About Language” (Trumbull & Farr, 2005, p. 21). Prepare a 1-3 page response that will serve as your initial inquiry as a teacher/researcher regarding your understanding of language. For each myth, deeply reflect on your beliefs and how your experiences of family, culture, education, teaching, etc. may have shaped your beliefs prior to this reading based on the reflection you did in class. Use the following prompts to respond to your reflection on each myth:
o 1. My beliefs are consistent/inconsistent with (fill in the myth) because…(cite specific information from text to include the authors’ perspectives relative to your perspective prior to the reading).
o 2. My classroom instruction may be influenced by my previous beliefs in the following way(s)…. Make sure you explain your beliefs and practices relative to your reflections on family, culture, education and teaching experiences. You may bullet your responses.
• Reflect on your responses and on your readings in Power and Hubbard. Narrow your focus to one specific question that “reflects your language needs and interests” (p. 13) to guide your observations at this time. Next, audio record your teaching for 10-20 minutes; then, listen to your tape and begin to reflect on trends/patterns in your use of language.
• Indicate what your question is and then write one paragraph that explains: o 1. Why you selected your question o 2. One paragraph that responds to your question based on your findings from your audio tape.
• Due Session 2. Study Team Response: “Language Myths” Trends and Patterns.
• Share your individual reflections on “language myths” (Trumbull & Farr, 2005). Reflect on how the beliefs among the members were similar or dissimilar.
• Based on your conversation, prepare a 1-2-page bulleted response that: 1. describes how your group members were similar in their beliefs about language, 2. describes how your group members were dissimilar in their beliefs about language, and 3. explains the trends/patterns you observed as a group. Be specific.
• Discuss the Madden article: Do teachers communicate with their students as if they were dogs? Describe the experiences you have had as recipients of praise vs. the recipients of encouragement in your journeys as a students. How do you feel these language patterns affected your perception of yourselves as learners?
• Based on your conversation, select and bullet four of the group’s responses to the Madden article to share with other groups in session 2.
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Class Session Two • Continue Language Development • Begin Cognitive Development
Individual and Study Team Assignments Individual Read Trumbull and Farr: Chapter 3 Read Power and Hubbard: 19-35; 156-160 Due Week 3: Individual Language Sample Transcript Due Week 4: Study team reflection
• For your individual assignment, you will record a language sample to provide data to assist you in your understanding of your use of language in your classroom.
• Select one child whose language most closely resembles the language of the dominant culture in our society. You will audio record a 10-20 minute interaction between you and the student. Use the form attached to this syllabus to transcribe your language and the child’s language verbatim until you have at least 25 child utterances. Do not alter the language in any way.
• In one of the Power and Hubbard readings, Mabel Rice states, “…most children do not need to be taught language, but they do need opportunities to develop language. The role of the adult in language facilitation is to follow the child’s interests, paraphrase what the child says with simple elaborations, and interact in the conversational manner about objects and events on which the child’s attention is focused” (p.26).
• Use the rubric: Reflection on Language Sample and Analysis in this syllabus to think about how you used language during this interaction based on the Rice quote.
• Use the rubric to begin to craft your individual response that will be due in Session Four. • Finally, take your individual data from your transcription to your study team meeting and bring to Session
Three. Study Team Response: Creating Contexts for Language and Learning
• As a team, begin to record and describe the trends and patterns you observed in your group members’ uses of language in your classrooms. Think of how you might create contexts for language and learning in your classroom to change your language or your students’ language.
• Review the readings to guide your discussion. Select support from text to develop your recommendations for how to create contexts for language and learning in your classroom.
• Use APA citations to reference your support. • Your written response is due Session Four.
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Class Session Three • Continue Cognitive Development • Scaffolding Language in the Classroom
Individual and Study Team Assignments Individual Read: Trumbull and Farr, Chapter 2 p. 33-60. Read: http://www.readingonline.org/articles/handbook/wilkinson/
• Select a total of 10-15 teacher utterances from your language sample to code for use of caregiver strategies and types of supportive scaffolds.
• Use the handout in this syllabus on caregiver strategies for supporting language development to code your responses in your spontaneous language sample on the forms provided.
• Then use the handout on caregiver strategies for supporting language development to indicate what you could have said to support language development. Write what your language strategies would sound like if you could repeat this interaction.
• Use the Wilkinson and Silliman (2001) article to code the possible types of supportive scaffolds indicated by your revised responses. See handout in this syllabus for how language is used to scaffold.
• Use the rubric: Reflection on Language Sample and Analysis in this syllabus to write a 2-3 page response regarding how you used language during this interaction. Use your assigned readings to support and develop your reflection.
• Use APA citations to reference your support. • Finally, take your individual data to your study team meeting and then bring to class for Session 4.
Study Team Response: Creating Contexts for Language and Learning
• As a team, share your data and assist each other in thinking of how to use caregiver strategies for supporting language development. Assist each other in coding the types of scaffolds your language represents based on the Wilkinson and Silliman (2001) article.
• As a team, write a 1-2 page bulleted reflection that 1. describes the trends and patterns you observed, 2.explains how you might change your language and use specific language strategies and scaffolds to support language and learning in your classroom, and 3. includes selected support from text to develop your recommendations for how to create contexts for language and learning in your classroom.
Class Session Four • Continue Language and Cognitive Development • Halliday’s Functions
Individual and Study Team Assignments Individual Read: Trumbull and Farr, Chapter 2 p. 61-72. Read: Power and Hubbard: p. 49-53, p. 110-117 Written Response: Due Week 5 Discourse Analysis
• Continue to focus on your student from the previous week. Observe the student during three different experiences for use of Halliday’s language functions: 1) whole group lesson, 2) small group discussion and 3) informal discussion. If you are the primary instructor during the whole group lesson, you will need to audiotape the lesson; otherwise, you may take notes for this experience. Your goal in these observations is to “assess an individual child’s competence by looking at the extent to which s/he uses the various functions of language and how effectively” (Pinnell, 2002, p. 114).
• Record the child’s LANGUAGE verbatim according to his or her functional use of language in the classroom based functional categories described in the Pinnell article. Use quotation marks to record what the child said, NOT what the child did. Use the observation sheets attached to this syllabus for your recordings.
• Analyze your data. Check to see if the student had the opportunity to engage in all seven language functions. For those language functions that are missing or used less frequently, consider what modifications to your instruction and/or classroom environment you might make to provide increased or improved opportunities for your students to use a variety of language functions for learning in your classroom.
• Use your assigned reading to support and develop your recommendations. Use APA citations to reference your support.
• Use the rubric: Classroom Discourse Patterns: Halliday’s Language Functions attached to this syllabus to develop your written response.
• Turn in the three completed observation sheets for each instructional format, your analysis of each, your final recommendations and your explanation of your question. Your paper is due Session 5.
Study Team Response: Written Response: Due Week 5: Creating Contexts for Language and Learning
• Bring your raw data to your study team. Share your findings and work together to make sure you have classified your student’s functional use of language appropriately according to Halliday’s categories. Remember, you are classifying verbal language verbatim, not behavior. You are observing how context influences language use and how you construct contexts for language use in your classrooms.
• Discuss patterns/trends observed in your group’s findings. • Allow your findings, readings, and discussion to guide your reflection on how a teacher might create a
classroom culture that demonstrates the value of language as a resource for students’ ongoing cognitive and academic development.
• As a team, write a 1-2 page bulleted response that: 1. describes the trends and patterns you observed, 2. describes your recommendations for how to create contexts for language and learning in your classroom and 3. Includes selected support from text to support your recommendations.
• Use APA citations to reference your support.
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Class Session Five • Language Use in the Classroom • Dialect Variation
Individual and Study Team Assignments Individual Read: Power and Hubbard: p.173-177; 225-230
• For your individual assignment, you will record a language sample to provide data to assist you in your understanding of your use of language in your classroom with children who have language differences.
• Select one child whose language is culturally or linguistically different from the language of the dominant culture in our society. Audio-record a 10-20 minute interaction. Use the form attached to this syllabus to transcribe your language and the child’s language verbatim until you have at least 25 child utterances. Do not alter the language in any way.
• Once again, reflect on the Rice (1989 as cited in Powell & Hubbard, 2002) quote: “…most children do not need to be taught language, but they do need opportunities to develop language. The role of the adult in language facilitation is to follow the child’s interests, paraphrase what the child says with simple elaborations, and interact in the conversational manner about objects and events on which the child’s attention is focused” (p.26). Reflect on your data and think about how you used language during this interaction based on the Rice quote and your readings for this week.
• Select a total of 10-15 teacher utterances from your language sample to code for use of caregiver strategies and types of supportive scaffolds.
• Use the handout in this syllabus on caregiver strategies for supporting language development to code your responses in your spontaneous language sample on the forms provided.
• Then use the handout on caregiver strategies for supporting language development to indicate what you could have said to support language development. Write what your language strategies would sound like if you could repeat this interaction.
• Use the Wilkinson and Silliman (2001) article to code the possible types of supportive scaffolds indicated by your revised responses. See handout in this syllabus for how language is used to scaffold.
• Use the rubric: Reflection on Language Sample and Analysis in this syllabus to write a 2-3 page response regarding how you used language during this interaction. Use your assigned readings to support and develop your reflection.
• Use APA citations to reference your support. • Finally, take your individual data to your study team meeting and then bring to class.
Study Team Response: Creating Contexts for Language and Learning
• As a team, share your data and assist each other in thinking of how to use strategies for supporting language development. Assist each other in coding the types of scaffolds your language represents based on the Wilkinson and Silliman (2001) article.
• As a team, write a 1-2 page bulleted reflection that: 1. describes the trends and patterns you observed, 2. explains how you might change your language and use specific scaffolds to support language development in your classroom, and 3. Includes selected support from text to develop your recommendations for how to create contexts for language and learning in your classroom.
• Use APA citations to reference your support.
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Class Session Six • Second Language Acquisition and Development
Individual and Study Team Assignments Individual Read: Trumbull and Farr, Chapter 4 Read: Power and Hubbard: p.185-188; 193-194
• Continue to focus on your student with language differences from the previous week. Observe the student during three different experiences for use of Halliday’s language functions: 1) whole group lesson, 2) small group discussion and 3) informal discussion. If you are the primary instructor during the whole group lesson, you will need to audiotape the lesson; otherwise, you may take notes for this experience. Your goal in these observations is to “assess an individual child’s competence by looking at the extent to which s/he uses the various functions of language and how effectively” (Pinnell, 2002, p. 114).
• Record the child’s LANGUAGE verbatim according to his or her functional use of language in the classroom based functional categories described in the Pinnell article. Use quotation marks to record what the child said, NOT what the child did. Use the observation sheets attached to this syllabus for your recordings.
• Analyze your data. Check to see if the student had the opportunity to engage in all seven language functions. For those language functions that are missing or used less frequently, consider what modifications to your instruction and/or classroom environment you might make to provide increased or improved opportunities for your students to use a variety of language functions for learning in your classroom.
• Use your assigned reading to support and develop your recommendations. Use APA citations to reference your support.
• Use the rubric: Classroom Discourse Patterns: Halliday’s Language Functions attached to this syllabus to develop your written response. Your paper is due Session 7.
• Bring your data to your study team. Study Team Response: Discourse Analysis: Creating Contexts for Language and Learning
• Bring your raw data to your study team. Share your findings and work together to make sure you have classified your student’s functional use of language appropriately according to Halliday’s categories. Remember, you are classifying verbal language verbatim, not behavior. You are observing how context influences language use and how you construct contexts for language use in your classrooms.
• Discuss patterns/trends observed in your group’s findings. Synthesize your readings from Sessions 4, 5, & 6, to support your observations.
• Reflect on how teachers might create a classroom culture that demonstrates the value of language as a resource for students’ ongoing cognitive and academic development.
• Begin to prepare a 3-4 page Academic Response Paper that explicitly describes how teachers can use specific language strategies and/or scaffolds to support language development in their classrooms and create contexts for language and learning to meet the diverse needs of their students.
• The paper must contain a clear introduction that sets context for the thesis and a conclusion that relates back to the introduction.
• The thesis must have a clear limitation, stance, and direction. Craft your thesis and bring to session seven.
• As a team, decide how you will gather and synthesize research to support the direction of your paper based on the research selected to support and develop your ideas throughout this course. This is a cumulative assignment and will reflect your ability to use research to support your instruction.
• Allow the readings and class discussion from the previous sessions to guide your decisions. Use APA citations. Include a reference page. Your Academic Response Paper is due on Session Eight.
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Class Session Seven • Language Differences vs. Language Disorder • Scaffolding
Individual and Study Team Assignments Individual Read: Trumbull and Farr, Chapter 6
• Interview an ESL teacher, a Speech/Language Pathologist and a General Education Teacher. Ask each to define the difference between a language difference and a language disorder.
• Record the responses and bring your findings to Session Eight to share with the class. • Be prepared to share the resources you have selected with your study team to support completion of the
final paper. Study Team Response
• Organize the data from your individual interviews based on the similarities and differences of your findings. Be prepared to present it to the class in Session 8.
• Follow the Rubric for Final Paper to complete your written response. • Prepare a question that will guide you as a group as you enter into your next stage as a
teacher/researchers of language and literacy. Be prepared to present your guiding question to the class in session 8.
• Be prepared to present the the main points from your paper to other teams during a final sharing in Session Eight.
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Class Session Eight • Reflect, connect, and project.
○ Where have we come from? ○ Where are we now? ○ Where are we going?
• Mixed small group sharing.
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Texts Trumbull, E. & Farr, B. (2005). Language and learning: What teachers need to know. Norwood,
MA. Christopher-Gordon Publishers, Inc. Power, B. & Hubbard, R. (2002). Language development: A reader for teachers. Columbus, Ohio: Merrill Prentice
Hall. Publication manual of the American Psychological Association - 6th
ed. (2009). American Psychological Association. Washington, D. C.
General Course Expectations
• Because of the accelerated nature of this program, it is crucial that students attend all classes and study team meetings. If an absence is deemed necessary, this will be handled on an individual basis.
• Active class and study team participation is an important component. • Word processed work is expected unless otherwise indicated. • All work is to be in the student’s own words unless quotation marks and referenced pages are provided. • APA style should be used for documentation of references. • It is expected that work will be turned in on the assigned date. If there is a problem, please contact the
instructor. • If a student misses a course and wants to continue in the program, the student must either make up the
missed course with another cohort or attend on campus. There is no directed study or independent study done through Outreach. Therefore, the student will have to make a commitment to take the course missed.
• Academic integrity is expected. Refer to the Student Handbook. • Cardinal Stritch University and this instructor wish to positively affirm the intent of Federal Law, Section
504 of the Rehabilitation Act of 1974. Any person enrolling in this course who may require alternative instruction and /or evaluation procedures due to handicapping conditions should feel free to discuss these needs with us so that appropriate arrangements can be made.
• Last day to drop: September 1, 2010 • Last day to withdraw: October, 29, 2010
Grading: Number of possible points: 110 Grading Scale 100-95% A 94-93 A- 92-91 B+ 90-85 B 84-83 B- 82-81 C+ 80-75 C 74-73 C- 72-71 D+ 70-65 D F
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Policy on Attendance Attendance at all class meetings (including study team meetings) is mandatory. Students participating in an accelerated graduate program in the College of Education are expected to attend all scheduled classes and study team meetings. The following apply to all enrolled students: Promptness: Prompt arrival at each class is critical because of the limited time available to conduct in-class activities during the course. Instructors may take actions they deem appropriate if consistent tardiness is observed. Coaching responsibilities are not acceptable excuses. One Absence: Class or Study Team Any absence from either a scheduled class or study team requires that the student notify the instructor. The student is required to make up all “missed” work as determined by the instructor, by the next class meeting. Two Absences: Class or Study Team If a second-class absence occurs, the student has the option of officially withdrawing from the course. Subsequent failure to withdraw will result in a grade of “F” for the course, and the student must later enroll and pay for the course. Students may not request and “incomplete” grade at this time. Two Absences: Study Team or One Study Team/One Class The student is required to notify the instructor in order to make up all missed work by the next class meeting. Additionally, the student may be required to complete an academic assignment designed to facilitate learning of the missed course content. For the purposes of this policy, class is defined as the scheduled instructional time with the instructor. The Site Coordinator/Program Chair will recommend a student repeat the class if a student misses more than one class or study team meeting. An appeal of this decision will be directed to the Program Chair. The decision will be documented and filed in the Accelerate Outreach Office. Students are referred to the Student Handbook for the Cardinal Stritch policy on academic integrity. Any written work found to be plagiarized from the Internet or other sources will automatically result in a grade of “F” in the course and the “author’s” name will be given to the Vice President of Academic Affairs. Refer to the Undergraduate Catalog “Academic Integrity” for further information. Policy on Late or Missing Assignments All original course assignments and additional assignments described above should be completed within the course time limits. Work that is submitted after the course has been completed is subject to the provision of the policies and procedures relating to incompletes. Study Team Expectations and Requirements Working with colleagues to improve teaching and learning can be an extremely rewarding experience. This is a major expectation of the accelerated program. Students must meet each week with their study team for the same amount of time as the class session. As an integral part of the required class contact, the time spent in the study team meeting and attendance at the meeting must be carefully recorded on the Study Team Log in the Appendix. The study team meeting is time to review class content, complete study team assignments, reflect upon new learning, and raise questions for discussion.
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Rubrics for Response Papers
Possible Points
Criteria for Earning the Highest Number of Points Possible
Points Earned
Focus of response 1 • All sections of the prompt have been adequately addressed.
Content 2 3 3
• The paper reflects accuracy based on understanding of course content
• The paper reflects careful selection of specific support from text for support in the development of ideas.
• The paper is evidence of deep reflection based on the data, readings, and discussions.
Organization of response
.5
.5
• The paper was well organized and easy to follow.
• It is free from spelling and mechanical errors.
Total Possible Points 10 Comments:
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Student/Teacher Utterance Teacher response to Student’s Utterances
Strategy and/or scaffold that could have been used
during the conversation.
Transcribe EXACTLY as it was stated. Do not change the sentence structure or words in any way.
I responded by using the following caregiver strategies… (Leave blank if you did not used a specific strategy).
If I could repeat this interaction, I would say…to increase language and learning. My language demonstrates ________________ type of caregiver strategy because… My language demonstrates ________________ type of scaffold because…
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Rubric for Language Sample Reflections 2 pts. Transcription is thorough and accurate. 2 pts. Which strategies and/or scaffolds did use most often? Explain why you think that occurred. 4 pts. Which strategies would you like to use more often? Which scaffolds would you like to use more often? Explain why and how you think your use of strategies and scaffolds would affect language and learning development. Use APA citations to reference your support. 2 pts. Describe how your question has served to deepen your understanding of language. Do you feel you need to change your question to guide your study at a deeper level. If you do not change your question, explain your rationale for keeping it. Be very specific. If you do change your question, explain how do you anticipate your new question will guide you. Total Points: /10
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Caregivers’ Strategies for Supporting Children’s Language Development Expansions-Adult recasts the child’s efforts to reflect appropriate grammar. When the adults use expansions, they help introduce and build new vocabulary.
Child: Kitty eat. Adult: Yes, the kitty is eating.
Repetitions: Adult facilitates the development of new sentence structure by repeating all or part of the child’s comment.
Child: Kitty eat Adult: Time for kitty to eat. Time for kitty to eat.
Parallel talk: Adult describes the child’s actions. Parallel talk is an effective way to model new vocabulary and grammatical structure.
Child: Kitty eat. Adult: You’re watching the kitty eat.
Self-talk: Adult describes their actions. Like parallel talk, self-talk effectively models new vocabulary and grammatical structures.
Adult: I’m feeding the kitty Fill ins- Adult structures the conversations so that the child must provide a word or phrase to complete the statement.
Adult: The kitty is eating because she is--- Child: Hungry
Manning-Kratcoski, A., 7 Bobkoff-katz, M. (1998). Conversing with young language learners in the classroom.
Young Children, 53(3): 30-33.
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SCAFFOLDING LANGUAGE AND LEARNING SCAFFOLDING (Vygotsky, 1962) • Zones of Actual Development (ZAD)
o How the child functions in unsupported tasks • Zones of Proximal Development (ZPD)
o How the child functions in supported tasks THEORETICAL BASIS Scaffolds (Wilkinson & Silliman, 2001)
o Interactional mechanism for learning and development o Learners experiment with new concepts and strategies o Support is provided on the “edge of a child’s competence” (p.3). o Types of scaffolding communicate students’ roles as listeners, speakers, readers, and writers and
influence their self-definitions as learners. o “To truly teach, one must converse, to converse is to teach” (Tharp, p.156).
SOCIAL VS. CLASSROOM DISCOURSE • Pragmatics
o Rules that govern the functional use of language. • Conversational discourse
o Rules governing the use of language within a communicative context. • Classroom discourse
o Rules governing the use of language within a classroom context. HOW SCAFFOLDING WORKS IN THE CLASSROOM (Wilkinson & Silliman. 2001) • Students acquire the cultural tools needed to understand, remember, and express perspectives in literate
ways. o Responsibility is transferred from adult to student.
• Activities are collaborative with teachers and peers. o Collaboration is a process of inquiry and enhances motivation to learn.
HOW LANGUAGE IS USED TO SCAFFOLD (Wilkinson & Silliman, 2001) • Explicit Modeling
o Think alouds and talk alouds demonstrate thinking to problem solve and to formulate questions and contingent responses.
• Direct Explanations and Re-explanations o Assist students in understanding the thought processes in applying the concept.
• Invitations to participate in conversation o Creating opportunities to elicit reasoning to support a position and to develop more complex
expression. • Verifying and clarifying understanding
o Providing language to support student perspectives or repair misunderstandings by asking appropriate questions.
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Classroom Discourse Patterns: Halliday’s Language Functions
During this course you will observe a student whose language patterns are similar to the language patterns of the dominant culture and a student whose language patterns a different from the language patterns of the dominant culture. You will collect data to inform your practice as a teacher/researcher of language development according to the following criteria:
• Observe your student during three different experiences: 1) whole group lesson, 2) small group discussion
and 3) informal discussion. If you are the primary instructor during the whole group lesson, you will need to audiotape the lesson; otherwise, you may take notes for this experience. Your goal in these observations is to “assess an individual child’s competence by looking at the extent to which s/he uses the various functions of language and how effectively” (Pinnell, 2002, p. 114).
• Record the child’s LANGUAGE verbatim. In other words, use quotation marks to record what the child said, not what the child did. Use the observation sheets attached to this syllabus.
• Analyze your data. Check to see if the student had the opportunity to engage in all seven language functions. For those that are missing or used less frequently, suggest and support recommendation to create contexts for language use in your classroom. Support and cite your recommendations with support from the readings. Your paper should include three completed observation sheets for each instructional format, your analysis of each and your final recommendations.
• Analyze your data. Check to see if the student had the opportunity to engage in all seven language functions. For those language functions that are missing or used less frequently, consider what modifications to your instruction and/or classroom environment you might make to provide increased or improved opportunities for your students to use a variety of language functions for learning in your classroom. Use your assigned readings to support and develop your recommendations. Use APA citations to reference your support.
Part One 1 point Provide a brief introduction to the student and your perceptions of the student’s language competence. Part Two 3 points Analysis of your post transcription findings from each observation. Part Three 4 points What recommendations would you make to create contexts in the classroom environment to support this child’s use of language functions based on your analysis from each observation, class readings, and discussions? Attachment 2 points Three completed observation sheets
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Language Observation Form Time of day: Setting:
(physical setting and what happened prior to observation) Activity:
(activity, including topic/subject area)
Language Function (√ each time the function is used) Examples Instrumental: used to get what we want, to satisfy needs or desires.
Context: Language:
Regulatory: controlling the actions of others.
Context: Language:
Interactional: used to establish or define social relationships
Context: Language:
Personal: used to express individuality and personality
Context: Language:
Imaginative: used to create a world of one’s own.
Context: Language:
Heuristic: used to explore the environment, to investigate, to acquire knowledge and understanding.
Context: Language:
Informative: used to communicate information
Context: Language:
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Organization of an Academic Response Paper
The Introduction • Sets context for the thesis (build interest, historical perspective, philosophical basis, etc.). • The introduction leads to the thesis statement. Thesis: The “Mind Map” to tell your reader what to expect. • It determines the organization of your paper. • The organization provides a framework for reader comprehension by giving the reader an understanding of
what topic will be discussed (Limitation), your position on the topic (Stance), and the main points/ideas (Direction) of the paper based on the topic and the stance.
Questions to guide thesis development • Limitation: Narrow down your topic. What will be the scope of your topic? • Stance: What is your position regarding the topic? • Direction: What main points/ideas will be fully developed and supported by research based on the topic and
stance?
The thesis may then read something like: Classroom discourse demonstrates the value of cultural and linguistic diversity through teachers’ abilities to…(fill in the direction/main points).
Components of the thesis • Limitation: Classroom discourse… • Stance: demonstrates the value of cultural and linguistic diversity through teachers’ abilities to… • Directions (main points to be developed): Brainstorm the topics for the direction. Keep in mind that you must be able to fully develop your ideas based on your stance, integration of your experiences, and research. The direction for this thesis could be: 1. 2. 3.
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Each main point is stated in the direction of the thesis.
• Each main point is introduced in the paper in the same order it was presented in the thesis. This determines how you organize your paragraphs. It is the framework to guide the reader’s attention and comprehension.
• Fully develop the main points/ideas. o Select appropriate research based on your stance and direction. o Allow your stance to guide your careful selection of support and give credibility to the
assertion made in your thesis. o Develop your ideas vs. “list” ideas. Use “connecting words” such as coordinating
conjunctions (and, but, or, nor, so, yet), subordinating conjunctions (although, because, if, then, etc), and conjunctive adverbs (however, nevertheless, therefore, conversely, etc.) to clarify the relationship of your ideas.
o Relate the evidence you are presenting in your support to the stance to clearly support your thesis and add cohesion to your writing.
• Carefully selected research is cited according to APA guidelines. Transitions • Show the relationship of the main ideas relative to stance and provide connections between ideas. • Transitions can be phrases connecting one thought/idea to another. • Transitions may also show the relationship between the main ideas outlined in the direction and signal when
one main idea is ending and another is beginning.
For example, topic #1 could be linked to topic #2 by stating something like: (Fill in your ideas)
Topic #3 could be linked to #1 and #2 by stating something like:
(Fill in your ideas) The conclusion restates the thesis and relates back to the introduction based on what has been developed in the paper. The following websites may provide you with additional insights into your writing process.
Evidence of Writing Skill Points Organization /10 /2
/3
/3
/2
Contains a clear introduction that sets context for the thesis. Clearly written thesis contains: topic, stance, and direction. Organization follows the thesis. Topic sentences are developed from the thesis. Contains a clear conclusion that relates back to the intro.
Introduction does not clearly set context for thesis. Thesis is missing one element and/or is not clearly written. Organization mostly follows the thesis. Topic sentences need clarity. Contains a conclusion.
Introduction is missing. Thesis is not developed. Organization does not follow the thesis. Topic sentences do not follow thesis. Does not contain a conclusion.
Support for Beliefs /6
/2
/2
/2
The writer has integrated his or her own experiences to support beliefs when appropriate. Cited support from texts, class handouts and discussion are sufficient to demonstrate synthesis of course content. Support fully develops and illustrates the topics as needed to demonstrate depth of understanding.
More integration of experiences is needed to demonstrate beliefs. Cited support is present. More support would be helpful to demonstrate synthesis of course content. Support is presented as a list of ideas rather than fully developed thoughts.
Personal experiences are not present. Cited support is minimal or absent. Support is minimally developed.
APA Format /2 2 Support is cited in
accordance with APA guidelines with minimal errors.
Evidence of APA but needs work.
APA not used.
Written Presentation /2
/2 Paper is free from grammatical, mechanical and spelling errors.
There are some grammatical problems. Mechanical errors do exist but do not interfere with meaning.
There are many grammatical problems. Numerous mechanical errors interfere with meaning.
Total: /20
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Record Sheet for RL 510
Due Individual Assignments Points Group Assignments Points
Session Two
Written Response: Reflection on myths/practices/question /10 Group Response: “Language
Myths” Trends and Patterns. /10
Session Three
Complete Language Transcription and bring to class. Non-
graded
Work on language strategies, scaffolds, and recommendations.
Non-graded
Session Four
Written Response: Reflection on Language Sample and Analysis
/10 Group Response: Creating Contexts for Language and Learning
/10
Session Five
Written Response: Discourse Analysis: Halliday’s Functions /10
Group Response: Creating Contexts for Language and Learning
/10
Session Six
Written Response: Reflection on Language Sample and Analysis
/10 Group Response: Creating Contexts for Language and Learning
/10
Session Seven
Written Response: Discourse Analysis: Halliday’s Functions /10 Thesis Statement Non-
graded
Session Eight
Present data from interviews Present data from paper in mixed small groups.
Non-graded
Academic Response Paper: Creating Contexts for Language and Learning
/20
Total /50 Total /60 Possible Total Points: /110
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Disposition Form: 510/507
Name of Student: Cohort Location: Date: 510: Class focus and reflection: Co-construction of knowledge
• Create and revise group norms • Work as a group to synthesize ideas • Engage in communication by respecting the 2-way process
507: Instructor assessment and student self assessment: Co-construction of knowledge
• Create and revise group norms • Work as a group to synthesize ideas • Engage in communication by respecting the 2-way process
RL/D 507: Please reflect on your study team’s ability to 1) create and maintain group norms, 2) work as a group to synthesize ideas, and 3) engage in communication by respecting the 2-way process. Please also reflect on your own responsibility in these three areas. Please indicate if you feel that your study team needs support from the site coordinator. Instructor Name: Please comment on the above reflection and provide any other comments you feel would help the study team function more productively.
