EDRD 523: READING AND WRITING IN THE …extended.unco.edu/current/graduate/~GradDocs/Summer_2017/EDRD_523...• Academic English can be considered a form of “cultural capital”

EDLD 523 _Subject Areas World Languages Romero Summer 2017

7

EDRD 523: READING AND WRITING IN THE CONTENT AREAS FOR PRE-SERVICE & IN-SERVICE TEACHERS

3 credits Online

Deborah Romero, Ph.D. University of Northern Colorado

(Draftsubjecttorevisionbeforecoursestartdate)

INSTRUCTOR: Dr. Deborah Romero Email: [email protected] (preferred) Tel.: 970-351-2458

McKee Hall 265 Office Hours: By appointment or online through Skype or Zoom.us An interpreter can be arranged for office hours, please contact your program area or DSS for assistance. A. COURSE DESCRIPTION: This post-graduate class is specially designed to provide participants, as current or future teachers of diverse subject areas, in particular World Languages with an introduction to traditional and new definitions of literacy, including multiliteracies1. The course explores the relation of new literacies to teaching and learning across the curriculum. Particular attention is paid to notions of new literacies as semiotic meaning making systems, and to systemic functional linguistics, as approaches that can be used to support meaning making processes as part of the acquisition and use of diverse content, especially world languages and second languages in the classroom and beyond. Additional emphasis will also be given to working with students of English L2 (second language) in the content areas. Course participants will examine theoretical and empirical research on literacies, as well as the interrelation and implications of these to content teaching and learning strategies. As suggested by the WIDA Framework (2014), this course explores the interrelation between language, literacies and academic content. In particular, it draws on the following tenets and connections:

Tenets: • Reading and writing are not neutral activities but are embedded in ideology (Street, 1984). • Language-in-use (little “d” discourse) gives way to socioculturally distinctive ways of thinking, acting,

interacting, talking, and valuing (big “D” discourse) (Gee, 1990). • Meaning-making and language production involves multiple modes (Kress and van Leeuwen, 2001; Cope

and Kalantzis, 2000). Connections to WIDA standards framework: • Academic English can be considered a form of “cultural capital” and therefore a gateway to college/career

readiness. • Sociocultural contexts for language use involve the interaction between the student and the language

environment which encompasses the register, genre/text type, topic, task/situation, and participants’ identities and social roles (2012 Guide, p. 7).

1 “We are not just interested to focus on literacies as communication (meaning for others, as supports for social interaction). We are also interested in literacies as a form of representation (or meanings for ourselves, as supports for thinking). In this sense, literacy is not just a subject (‘English’ or ‘Language Arts). Literacies in the plural are central to all subject areas and all learning.” http://newlearningonline.com/literacies/


8

• Language supports are sensory, graphic, and interactive (2012 Guide, p. 11).2Attention will also be given to the acquisition of literacy in speakers of other languages, and for whom English is an additional language, as a way to illustrate aspects of the acquisition and development process that may be relevant for learners of all languages. Emphasis will be to help students in this course as current or future language teachers understand and reflect upon course content in relationship to the particular content standards and learning in their academic subject or language area. B. PREREQUISITES: Requires full admittance to the corresponding program. C. RELATIONSHIP OF THIS COURSE TO THE PROGRAM KNOWLEDGE BASE: This course is designed for educators seeking a post-bac or graduate teaching licensure. The course exposes students to a diversity of perspectives on language and literacies, provides experiences in reflection upon academic language vis-à-vis social language, including the development of literacy in speakers/users of languages other than English (including ESL), and has a strong focus on functional literacy pedagogy and multimodal literacies as vehicles to support L1 or L2, and content area knowledge and learning. D. PROFESSIONAL STANDARDS MET: The professional standards met within this class include the following and will vary depending on participants’ area of focus: InTASC, Colorado Professional Teaching Standards, PBSCT-CO, Colorado Reading Elementary Standards, International Reading Association Standards 2010 for Content Classroom Teachers, Colorado CLD Standards, TESOL standards, and ACTFL, and TASL Standards. E. COURSE GOALS AND OBJECTIVES: Goals: Participants in this course will understand the complexity of language as it relates to the academic context and the backgrounds of the students our schools serve. Successful completion of this course will result in the confidence necessary to teach functional and academic literacy or multimodal literacies to students who are learning subject or content matter, or for whom English is an additional language (i.e. English as a Second Language, ESL or Languages Others than English, LOTE). Objectives: The goals are connected to the following course objectives. The chart below lists objectives and the evidence for performance that will be assessed in the course.

Course Objectives At the end of the course, students will be able to…

Evidence of Performance

A) Identify and explain the processes of reading/writing and the practices that support the improvement of reading and writing in an academic context from a critical and functional approach;

Articles & Discussion Reading Guides Genre Models & Deconstructions Final unit design

2 WIDA 2014, Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium (p.7)


9

B) Appreciate individual differences in literacy development through a socio-cognitive framework to differentiate instruction;

Articles & Discussion Reading Guides Genre Models & Deconstructions Final unit design

C) Evaluate a variety of multimodal and new literacies and their relation to L1 & L2 language and literacy development, including an appreciation of linguistic/cultural differences;

Articles & Discussion Final unit design

D) Evaluate multimodal texts (including nontraditional texts) to predict potential difficulties for students in the various content areas;

Reading Guides Multimodal Genres & Deconstructions

E) Demonstrate positive dispositions toward reading and writing and other modalities of representation from a multiliteracies perspective in order to promote literacies with students and to continue to grow professionally as a teacher and scholar of world languages.

Pre-assessment & initial writing Articles & Discussion Multimodal Genres & Deconstructions Final unit design

F. COURSE CONTENT: The course is divided into 5 modules, each with approximately three units as follows: Module 1: Rethinking Academic Learning & Literacy

1. Students’ conceptions of role(s) of a content teacher in schools 2. Understanding what counts as academic literacy & literacy definitions 3. Literacy & English learners

Module 2: From Literacy to Social & Academic Literacies

1. Multiple Literacies and differences between Social and Academic Language 2. Reflections on the evolution of languages and literacies 3. Effects of difference in Literacies and connections to diverse learners’ literacies

Module 3: Functional & Critical Approaches to Literacy: Implications for Teaching and Learning

1. Functional & Critical Approaches to Literacy: Teaching Learning Cycle 2. A Pedagogy of Multiliteracies 3. Engaging in language analysis & classroom practices

Module 4: Academic, Multimodal & New Literacies in the Content Classroom

1. Significance and design of visual meanings 2. Multimodal learning and meaning making 3. Engaging with Academic Literacies

Module 5: Scaffolding Language through New Literacies: Academic Learning & Meaning Making

1. Interdependence of Academic Content and English Literacy 2. Planning for success: Integrating language and content in the classroom 3. Language Socialization & Academic Discourse


10

Please see the course schedule/calendar for the exact dates and deadlines for the work required and described in sections E & F of this document. G: COURSE REQUIREMENTS: Required Course Texts: Gibbons, P. (2009). English learners, academic literacy, and thinking: Learning in the challenge

zone. Portsmouth, NH: Heinemann. Kalantzis, M. & Cope, B. (2016) Literacies (2nd edn). Port Melbourne, Vic. Cambridge

University Press. PDFs of the following select chapters and articles provided on Canvas: Achugar, M., Schleppegrell, M., & Oteiza, T. (2007). Engaging teachers in language analysis: A functional

linguistics approach to reflective literacy. English Teaching, 6(2), 8. Castañeda, M. (2013). “I am proud that I did it and it's a piece of me”: Digital Storytelling in the Foreign

Language Classroom. CALICO Journal, 30(1), 44-62. Cope, B. & Kalantzis, M. (2006). On Globalisation and Diversity. Computers and Composition 31:402-

411 Duff, P. A. (2010). Language socialization into academic discourse communities. Annual Review of

Applied Linguistics, 30, 169-192. doi:http://dx.doi.org.unco.idm.oclc.org/10.1017/S0267190510000048

Kalantzis, M., & Cope, B.,(2009) Multiliteracies: New Literacies, New Learning, Pedagogies: An International Journal, 4:3, 164-195, DOI: 10.1080/15544800903076044

Kern, R., & Schultz, J. (2005). Beyond Orality: Investigating Literacy and the Literary in Second and Foreign Language Instruction. The Modern Language Journal, 89(3), 381-392.

Levy, M. (2009). Technologies in Use for Second Language Learning. The Modern Language Journal, 93, 769-782.

Lotherington, H., & Jenson, J. (2011). Teaching multimodal and digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annual Review of Applied Linguistics, 31, 226-246. (PDF)

Zwiers, J., Pritchard, R. H., & O'Hara, S. (2014). Common Core Standards in Diverse Classrooms: Essential Practices for Developing Academic Language and Disciplinary Literacy. Portland, Maine: Stenhouse Publishers. (CHAPTER 1)

Learning Activities/ Course Requirements:

1. Discussion Board (30 points): Students will complete a pre-assessment writing and

introduction about purpose, role(s), and academic language to demonstrate access and use of CANVAS. Thereafter, each discussion board response will be worth 5 points, plus one analytical summary at 5 points. We will read articles and chapters related to academic language, multiliteracies, second/world languages and English language learners. You will reflect and write about these readings in the online Discussion Board with small groups of students taking on the Discussion Leadership role at least once, and then writing an analytical summary of what the discussion prompted. (See Appendix A for assessment criteria for leading discussion board, as well as assignment description and the analytical summary).


11

2. Reading Guides for English Learners Academic Literacy (Gibbons text) (4 @ 20 pts. each = 80 points): These guides will assist the readers in engaging with one of the central texts from the course, and are intended to support application of this knowledge in the genre model selection and deconstruction (assignment 3), and the planning for the final unit (assignment 4). Attention to contrasts between traditional written language conventions is used across a variety of academic areas and multimodal literacies as discussed in the Kalantzis and Cope readings and online.

3. Multimodal and Multiliteracies Genre Model and Deconstruction (2@ 20 points each = 40 points): Participants will conduct two different analyses based on two examples of the various genres and multiliteracies. The goal is to identify a genre/text for an age group and content area where the participant is (or anticipates) working and then deconstruct the genre and its modality on paper. The genre and modality used will form the basis for the Final Unit in the teaching-learning cycle, also described in Chapter 6 (Kalantzis & Cope). (See Appendix C for assignment description and assessment criteria).

4. Final Unit: (35 points): The final project will require you to use either a functional or

critical literacies pedagogy to design a multimodal language development unit (or lesson plan) of your choice demonstrating an integration of language, content, and thinking (see Appendix D for an overview).

5. Online Videos and Tutorials http://newlearningonline.com/literacies/chapter-1

In addition to the required readings and written assignments, you will be expected to review a series of online videos and tutorials. These videos are related to the readings from the Kalantzis and Cope, Literacies Chapters. The videos are located through the web link included above, and all come with a closed caption option. For each video, you will need to click on the corresponding chapter title from the left hand menu, and locate the video. No grades are attached to these, but you will be expected to reference them in your other assignments, (see Appendix E for more information).

Grading: Rubrics are available for the above learning experiences with the exception of number five. Please reference the appendices when completing assignments.

I. GRADING CRITERIA Final grades will be assigned based on the scale below and are usually indicative of thefollowing general standards:

Assignments % of final grade Points 5 Discussion Boards & 1 Analytical Summary

15 5 x 5 + 5

4 Reading Guides 40 80 (4 x 20pts) 2 Genre Model Analysis & Deconstruction

20 50 (2 x 25)

1 Final Unit/Lesson Design 25 35 Total 100


12

A 94-100% = outstanding, surpasses expectations A- 90-93% = superior, excellent quality B+ 87-89% = very high quality B 84 -86% = above average B- 80-83% = average, good quality C+ 77-79% = average quality C 74-76% = satisfactory (lowest possible grade for ESL endorsement) C- 70-73% = below average (not ESL endorsement quality) D+ 67-69% = deficient, barely passing (not ESL endorsement quality) D 60-66% = poor pass (not ESL endorsement quality) F <60% = fail

H. POLICIES: Federal Policies for Financial Aid to University Students: According to federal guidance policies, one credit hour is equivalent to 750 minutes of actual time, or 12.5 hours (so 3 credits = 2250m or 37.5 hours). In addition, for each hour of in-class time, students are expected to dedicate two additional hours outside of class for completion of assigned work and preparation for class. The required readings and tasks associated with them are intended to assure compliance with federal regulations. Attendance Policy: Following the federal definition of credit hour to actual time defined above, students are given 150 actual minutes as excused absence for this 3 credit hour class. Academic Integrity: As stated in the Student Code of Conduct (which can be read at the following site: http://www.unco.edu/dos/student_code_conduct/pdf/StudentCodeofConduct.pdf), “In order to encourage and foster academic excellence, the University expects students to conduct themselves in accordance with certain generally accepted norms of scholarship and professional behaviors. Because of this expectation, the University does not tolerate any form of academic misconduct. Academic misconduct includes but is not limited to plagiarism, cheating, fabrication, and knowingly or recklessly encouraging or making possible any act of plagiarism, cheating, or fabrication. Academic misconduct is an unacceptable activity in scholarship and is in conflict with academic and professional ethics and morals.” Any suspected violation of academic integrity will be dealt with on an individual basis and may result in failure of the class. Students with Disabilities: Any student requesting disability accommodation for this class must inform the instructor giving appropriate notice. Students are encouraged to contact Disability Support Services at (970) 351-2289 to certify documentation of disability and to ensure appropriate accommodations are implemented in a timely manner. Diversity Statement: The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning environment where diversity and individual differences are understood, respected, appreciated and recognized as a source of strength. We expect that students, faculty and staff within CEBS will be accepting of differences and demonstrate diligence in understanding how other peoples’ perspectives, behaviors, and world views may be different from their own. Report it: If you are experiencing name-calling, slurs, online harassment, vandalism, physical


13

harassment, sexual harassment, or witnessed and/or been the victim of a hate crime on the UNC campus, stand-up and report it at www.unco.edu/biasresponse.

Equal Opportunity: If religious holidays interfere with your participation or turning in an assignment, please let me know ahead of time and we will make the necessary arrangements. As stated by UNC, “The University will not engage in unlawful discrimination in…educational services against any person because of race, religion, gender, age, national origin, disability, or veteran status. It is the University’s policy to prohibit discrimination in…educational services on the basis of sexual orientation or political affiliation.” (See www.unco.edu/hr/AAEO_TitleIX.htm)

Mission Statements: “The College of Education and Behavioral Sciences contributes to the betterment of society through research, professional service and the preparation of individuals who are skilled lifelong learners capable of working effectively with diverse populations in an evolving global community.” “The School of Teacher Education exists to provide a high quality professional preparation program for educators in an environment that is inclusive, safe, and committed to equity and in partnership with K-12 schools. Our future graduates will: • Be representative of the diversity of our nation • Be confident in their knowledge of content and pedagogy • Be able to converse confidently and professionally with any parent, administrator, colleague, scholar, or community member • Be scholarly, independent, critical thinkers; and thoughtful decision-makers • Be resilient, pragmatic, tough, idealistic, caring, and joyful”. Useful Resources and Contacts:

Resource

Description

Distance Learning Technical Support

Looking for answers to technical questions? The technical support area has a wealth of technical information including Blackboard login instructions, orientation information, hardware and software requirements, web browser plug-ins and downloads, technical tips and frequently asked questions (FAQs). http://www.unco.edu/canvas/ Telephone: (970)351-4357

Library Anytime, anywhere, you have access to an extensive array of online library resources including web based catalogs and databases. http://www.unco.edu/library


14

Bookstore The UNC Bookstore supplies the academic community with textbooks, supplies and other tools for the mind. Order your textbooks and other class materials online. http://unco.bncollege.com/

Advising Appropriate educational planning facilitates academic success. The Advising Center helps you make academic choices to reach your educational goals. It is open day and evening to all students on a walk-in basis. http://www.unco.edu/asa/advising/index.htm

Disability Support Services

Students with documented disabilities may request academic accommodations through the Disability Support Services Office (DSS). These services comply with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973 which mandate program accessibility for students with disabilities in postsecondary institutions receiving federal funds. http://www.unco.edu/DSS/ Telephone: (970) 351-2289

Tutoring/Writing Center

Information regarding tutoring and writing assistance. Tutoring: http://www.unco.edu/asa/tutoring/ Writing Center: http://www.unco.edu/english/wcenter/

Graduate School The graduate website may be helpful for programmatic questions. http://www.unco.edu/grad/

Dean of Students The Dean of Students may be helpful for resolving student issues/conflicts. http://www.unco.edu/dos/

Counseling Counseling resources can be found at http://www.unco.edu/studentengagement/counseling_center.html


15

APPENDIX A Discussion Board

PURPOSE: To discuss and engage peers in written form online regarding the required readings, particularly in relation to the content areas and academic language. And, to provide a written summary of the discussion by way of closure if you were the person who initiated the discussion. PROCESS: Each person will lead at least one discussion per course (more if a smaller class size and in collaboration with a classmate if larger groups). Students and will sign-up online to be the “discussion leader” for required readings as listed in Canvas and through the People Tab. This leader will discuss their own connections to the texts and then pose one or two questions for the classmates as respondents. All students will provide responses to questions for each peer led discussion, number will vary based on number of students or groups that initiate discussions but will not exceed five per course, and will work to include or respond to the ideas of another classmate in a thoughtful manner. After all students have responded within the given period, the student(s) who initiated the discussion will provide a concise analytic summary to close out the discussion. PRODUCT: An online discussion, usually occurring within one week, that allows class members to take on a leadership role at least once during the semester, and allows all members of the course to share their ideas regarding different aspects and interpretations of the assigned texts. PERFORMANCE EVALUATION: Discussions and analytic summary. Points Description for Weekly Discussions Excellent (4-5 pts)

Thread launch (Discussion Leader): Clear and elaborate connections between text and commentary. Your arguments are supported by the text (including citation & page numbers) and your efforts extend the meaning or clarify the text. You include an excerpt from the assigned reading, and others as you like. You make text-to-text, text-to-world, and/or self-to-text connections. Finally, you provide a prompt to begin the written conversation . Thread discussion (Respondents): Shows thoughtful reflection upon and response to another student’s statement. Includes an excerpt from that statement (cut and paste with quotes). You make self-to-other, self-to- text, text-to-text, and/or text-to-world connections. Prompts further questions or engagement.


16

Points Description for Weekly Discussions Acceptable (2-3 pts)

Thread launch: Vague or confusing connections between excerpt and commentary. Your text-to-text, text-to-world, and/or self-to-text connections are not clearly elaborated, or the connections made are not obvious to the reader. Thread discussion: Shows some reflection upon and response to another student’s response. You make nominal connections between your experience and the research, or between previous and present discussion threads. You do not include excerpts from student postings or other readings.

Unacceptable (1 to 0 pts)

Thread launch: Your statement is underdeveloped, all excerpt, or all commentary, shows little thought or effort. No reference to assigned readings. Thread discussion: Your response is limited to banal celebration of other peoples’ thinking, such as, “Lisa, I really liked what you wrote here!” You do not reference specific readings or other students’ comments. You do not make relevant self-to-other, self-to-text, text-to-text, and/or text- to-world connections.

Discussion Participation, including one initiation 5 x 5 = 25 Criteria for Analytic Summary of Discussion Boards (one per student x 5 pts)

• Provides thematic analysis of the ideas presented in the conversation as leader • Provides connections between the ideas that are being summarized • May use discourse organizers such as First, Next, Then, Finally, or ordinal numbers

to group and organize ideas • May use parentheticals to pack in information • Written predominately in past tense • Avoids evaluative language about ideas presented • Written in clear and concise manner with the conventions of Standard American

English as outlined in the APA style manual • Approximately 250 words (the guideline number for an APA abstract) • Titled in subject in way that informs reader of what is summarized

Points Description

5 Criteria fully met; extremely well done; deadline met 4 Criteria mostly met; elements lacking or not fully developed 3 Not all criteria present, elements lacking and/or not fully developed 2 Criteria missing and/or extremely underdeveloped; and/or missed the deadline 1 Poorly constructed without regard to criteria 0 Not submitted within a week of the deadline


17

APPENDIX B

Reading Guides

PURPOSE: Reading guides are a common instructional strategy used within the academic context to promote comprehension. They are often teacher constructed (but students can also work in small groups of students to build them for other students). These guides have prompts, questions, and/or graphic organizers that assist the student in previewing, reading, and revisiting the information presented in the central text. PROCESS: Within the learning unit, open up the reading guide for the assigned chapter (there is one guide for each of the Gibbons chapters). • First, read through the guide as it will give you a preview of some of the information that will be

contained within the chapter. • Second, read through the chapter completing exercises as you go to better answer the information,

allowing freedom to skip some activities if they seem difficult at the time. • Third, after having read the chapter, go back through the chapter to review the information it

contained while completing the reading guide. • Finally, save your document in a folder so that you can upload it (copy paste) into the “full

participation” Discussion Board. This means other members’ work will be viewable after you have submitted your work, so you may correct your work if need be based on others’ work.

In the body of the Discussion Board thread, write up any questions or confusions you may have had when completing the reading guide; or, if you think you have a good understanding of the material, provide a one-sentence summary of the main idea of the chapter. Attach your completed reading guide and submit your posting.

After you submit the DB thread, review the other students’ s to see if their work answers your questions/confusions. If not, perhaps your question is burning enough that you would like to post it to the General Questions forum. PRODUCT: A Discussion Board thread with the Reading Guide attached. PERFORMANCE CRITERIA & GRADE SCALE: The completed reading guide and Discussion Board submission will be assessed according to the following criteria.

• Evidence that the chapter was read and responses were given accordingly • Reading guide completed in its entirety with plausible (or correct) answers • Organized presentation and clear ideas in writing • Legible handwriting or typed (Yes, it may be handwritten and scanned if you prefer.) • Discussion Board post lists any questions/confusions the student has at that moment

about the chapter’s content; or a statement of the main idea of chapter. Grading indicated below with numeric and descriptive indicators for the reading guide assessment:

10 Criteria fully met; extremely well done 9 – 8 Criteria mostly met; some elements lacking or not fully developed 7 Not all criteria present, elements lacking and/or not fully developed 6 Criteria missing and/or extremely underdeveloped; missed the deadline 5 Most criteria is missing 4 – 0 Poorly constructed no regard to criteria, or not submitted within deadline


18

APPENDIX C

Multiliteracies and Multimodal Analysis and Deconstruction

PURPOSE: As we move through the second half of the semester, participants will conduct two different analyses based on two examples of the various genres and multiliteracies that are covered in the Kalantzis & Cope Chapter 6, and Kalantzis & Cope Chapter 11 or 12, (optional Chapter 10). The goal is to identify a genre/text for an age group that the participant is (or anticipates) working with and then deconstruct the genre on paper for use in the teaching-learning cycle also described in Chapter 6 (Kalantzis & Cope). The genre and modality used will form the basis for the Final Unit. One of these genres should be represented through a combination of print and illustrated materials, and the second in accordance with themes presented on multimodality or multiliteracies, should be in an alternate modality, i.e.: a short 2-5 minute audio /video, or a still predominately visual (maybe some text) piece for this analysis. (see here Kalantzis & Cope Chapters 11 & 12) PROCESS: Multiliteracies Genre: After reading the Kalantzis & Cope Chapter 6, try to locate an example or model text (magazines like National Geographic for Kids are great resources). Make a clean copy of the text and one you will mark. Using the K&C text for information, mark the model to show how elements of the genre are present (use the table on K&C Ch. 6 Table 6.10 on p. 169 to assist, and the Table 10.4 from K&C Ch. 10 p.319-320 on “A multiliteracies design analysis of written language”). Multimodal Genre: After reading the Kalantzis & Cope Chapter 11, try to locate a multimodal “textual” example from books, magazines or the Internet or another educational source. If using video you will need to make screen shots of key parts for analysis. Using the K&C Ch 11 text for information, annotate the screen shots and or write an analysis to show how elements of the genre are present and represent a grammar of visual meaning (use the table on K&C p. 337-338 or if you decide to focus on spatial meanings use Ch 12 pp.375- 376 to assist in your analysis). Interconnections: As you work through each analysis make sure to consider how the texts and multimodalities relate to the intellectual practices discussed in Gibbons Chapter 2 and to your area of teaching expertise, in this instance your content area, as well as working with English as a first or second language, L1 or L2. PRODUCT: Two genre models, each represented in a different modality, will be analyzed and submitted as annotated written assignments. Each written analysis and paper will consist of three main parts: 1. Analysis Part 1: Exemplar- A sample or model of the multiliteracies text or audio video

(screen shot or images inserted into word), and annotated either with text boxes or bullet points to illustrate the main design features.

2. Analysis Part 2: A two- three page (double-spaced), written analysis of the text based on


19

the corresponding K&C charts. 3. Reflections: This section considers key aspects of the modality and possible connections

as to how this model could be used to support teaching and learning the target language at the appropriate level.

PERFORMANCE CRITERIA & GRADE SCALE: The models and deconstructions will be assessed according to the following criteria:

Analysis Part 1: (10 pts)

• The model text is a clear copy: unmarked, typed, and readable (if scanned it is a clear scan)

• The clean model has a full APA citation of author, year, book or journal title, website or sources, city and publisher if book or number and issue if journal

• The model has elements of the genre (text type) as explained by Gibbons Analysis Part 2: (10 pts)

• The model is described and analyzed using the appropriate criteria from the tables in Kalantzis & Cope based on the modality and format

• The deconstruction clearly indicates the elements of the genre (i.e. discourse structure and language or multimodal features) using “review” or text box functions in Word.

• The model has enough characteristics of the genre/modality to render an analysis Reflections: (5 pts)

• The model chosen is appropriate to the designated age group of instruction • Reflections on the model consider its relevance to the classroom and as a scaffold to

support language development • The paper is well written and provides a full APA citation & reference list

Grading. Below is a chart of the numeric and descriptive indicators for the assessment: Analysis

Parts 1 &2 Reflections on Model

Based on the performance criteria described above for each section

10 5 Criteria fully met; extremely well done 9 – 8 4 Criteria mostly met; elements lacking or not fully developed

7 3 Not all criteria present, elements lacking and/or not fully developed 6 2 Criteria missing and/or extremely underdeveloped; missed the deadline 5 1 Most criteria is missing

4 – 0 0 Poorly constructed without regard to criteria, or not submitted within a week of the deadline


20

APPENDIX D Multiliteracies or Multimodal Unit/Lesson Design

Purpose: The final project will require you to apply the knowledge they have developed in this course and to use either a functional or critical literacies pedagogy to design a thematic-multimodal unit of your choice demonstrating an integration of language, content, and thinking; this unit will be informed by the genre analysis and deconstruction papers and other learning. Students will select a genre and a modality and will design a lesson for use with a class period that will support the use and development of the target language. Introduction: Identification of the genre and modality to be used in the proposed lesson, and one-page description of the lesson or unit, including student learning outcomes in relation to language, content, and thinking. Connect these to ACTFL Standards for your language of instruction and student learning. (Think 5 C’s!) Application Part 1: A one-page explanation on how the selected multimodal text could be used to develop intellectually challenging practices in the language classroom (Connect to Gibbons Ch.2 or K&C Ch. 10)

Application Part 2: A one to two page clear description or lesson plan illustrating how the text will be presented and used to support target language development and opportunities for use, following each of the three phases in the teaching learning cycle (see K&C, p 171) Outcomes: A one to two page description of the multimodal products or activities that students will be able to engage in or produce, as a result of this lesson. Be sure to indicate how these reflect a critical and functional literacy approach to language development. Final Reflections: This section is a personal consideration of your learning in this course and through this assignment, and the ways in which your understanding of literacies have developed and how you see this informing your future language teaching. Rubric and additional details will be provided in week 4.

APPENDIX E

Online Videos and Tutorials http://newlearningonline.com/literacies/chapter-1

In addition to the required readings and written assignments, you will be expected to review a series of online videos and tutorials. These videos are related to the readings from the Kalantzis and Cope, Literacies Chapters. The videos are located through the web link included above, and all come with a closed caption option. For each video, you will need to click on the corresponding chapter title from the left hand menu, and locate the video. The approximate duration of each video is listed in the course schedule. The videos are intended to provide you with a more personal and dynamic review of key concepts discussed in the readings, and or to extend your thinking and connections to learning. You may draw on information from any of the videos as a resource for your work in this course, please cite appropriately using the sample here:

Illinois University (Producer). (2016). TITLE OF VIDEO HERE [Video file]. Retrieved from http://newlearningonline.com/literacies/chapter-1/digital-literacies (Adjust accordingly)

Documents

EDRD 523: READING AND WRITING IN THE …extended.unco.edu/current/graduate/~GradDocs/Summer_2017/EDRD_523...• Academic English can be considered a form of “cultural capital”