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TSL 552 FULL COURSE DISCUSSIONS GCU
TSL 552 TOPIC 1 DQ 1
Literacy involves more than just reading and writing. It also
includes speaking, listening, and facility with digital media. With this
definition in mind, what are some techniques you might use to bring literacy
into preschool through 12th grade bilingual
classrooms? Cite any sources used in APA Style.
TSL 552 TOPIC 1 DQ 2
From your required readings, identify one theory or concept
related to biliteracy or second language acquisition/development. How does this
theory relate to the work you currently are doing or want to do with second
language students? Identify and explain one technique that can be used to
support language acquisition/development and literacy in a preschool through 12th grade
bilingual classroom. Your response should be 200 or more words. Cite at least
one source using APA Style.
TSL 552 TOPIC 2 DQ 1
Consider the dual language programs described in your required
reading, including transitional program models, maintenance and enrichment
programs, and immersion programs. Identify each model’s advantages and
disadvantages. Between the three primary types of programs, which do you think
is most beneficial and why? Provide your response in 200 or more words. Cite
any sources used in APA Style.
TSL 552 TOPIC 2 DQ 2
Identify a program or programs in your state or district that
promote biliteracy. Describe the program, including its features,
goals/outcomes, and teacher roles or expectations. Provide a link to the
program websites if possible. Provide your response in 200 or more words. Cite
any sources used in APA Style.
TSL 552 TOPIC 3 DQ 1
Identify one specific strategy from your readings that you plan
to use to engage bilingual students and promote literacy development in both
first and second languages. Explain the strategy in depth. Describe the type of
setting and students that this strategy would most benefit.
TSL 552 TOPIC 3 DQ 2
The Sheltered Instruction Observation Protocol (SIOP) is a
research-based model of instruction for English language learners. Components
of the model include:
- Lesson
Preparation
- Building
Background
- Comprehensible
Input
- Strategies
- Interaction
- Practice/Application
- Lesson Delivery
- Review and
Assessment
Describe a standards-based lesson you might teach in a bilingual
classroom. Analyze how you would include each of the eight SIOP model
components in that lesson. Provide your response in 250 or more words. Cite any
sources used in APA Style.
TSL 552 TOPIC 4 DQ 1
Culturally relevant texts are important in bilingual settings.
Explain why. Outline one specific technique you might use to integrate a
culturally diverse text into a bilingual classroom. Consider your practicum
classroom if possible. Provide your response in 200 or more words. Cite any
sources used in APA Style.
TSL 552 TOPIC 4 DQ 2
Text selection is an opportunity to address diversity and
provide differentiated learning in bilingual settings. Identify one
informational non-fiction text and one fiction text that emphasizes the
perspectives of students in a bilingual classroom. Provide the following in
your response for the two texts:
- The book title and
author’s name
- A 50 word
summary of the text
- The perspective
emphasized in the text
- The benefit of
the book in a bilingual setting
Cite any sources used in APA Style.
TSL 552 TOPIC 5 DQ 1
The Common Core and state standards press for greater content
area literacy. As a bilingual educator, how might you promote content area
literacy in both languages? What effective content area strategies are you
seeing in your practicum setting? How might you ensure students are successful
in content area testing at the state level? Provide your response in 200
or more words. Cite any sources used in APA Style.
TSL 552 TOPIC 5 DQ 2
Cummins (1994) has noted that students must develop
Cognitive/Academic Language Proficiency (CALP) to succeed in content area
classrooms. Consider one grade level (P-12) and one content area (e.g.,
mathematics, science, social studies, English language arts, music, etc.) you
teach or intend to teach. Explain three important terms students need to know
in the content area. Explain how you might embed these terms into a lesson
plan. Provide your response in 200 or more words in your response. Cite any
sources used in APA Style.
TSL 552 TOPIC 6 DQ 1
When assessing bilingual students, teachers must use a variety
of assessments to capture an accurate snapshot of academic and language
progress. What are some ways teachers can assess students in the bilingual
classroom to include all four domains of language (reading, writing, listening,
and speaking)? Provide your response in 200 or more words. Cite any sources
used in APA Style.
TSL 552 TOPIC 6 DQ 2
How do state English language learner proficiency tests, such as
the AZELLA (Arizona) or the WIDA (other states), guide data-informed
decision-making? How might these test results affect lesson planning? Provide
your response in 200 or more words. Cite any sources used in APA Style.
TSL 552 FULL COURSE ASSIGNMENTS GCU
TSL 552 TOPIC 1 SLIDESHOW ON LITERACY IN BILINGUAL
SETTINGS
This assignment is intended to help students analyze key
concepts and terminology related to literacy and biliteracy in P-12 bilingual
settings while also exploring appropriate, effective techniques for embedding
biliteracy into P-12 bilingual classrooms.
Create a 10-15 slide digital presentation on literacy
n bilingual settings in digital format (e.g., PowerPoint, Prezi)
to be presented at a faculty meeting or to be shared with your mentor teacher.
Your presentation should include the following:
- The definition
of literacy
- Key terminology
related to literacy in bilingual settings
- The effect of
culture on literacy in bilingual settings
- The effect of
related literacy domains, including reading, writing, listening, speaking,
and language on bilingual settings
- At least four
research-based strategies or techniques teachers can use to embed
biliteracy into P-12 bilingual settings
Include title page, presenter’s notes, and a reference slide
that contains three to five sources from the required readings or the GCU
Library that support your ideas.
One scholarly reference could include an interview of your
mentor teacher at a school in which you are involved.
Log the time that you spend interacting with your mentor teacher
on your Clinical Field Experience Verification Form.
While APA format is not required for the body of this assignment,
solid academic writing is expected, and in-text citations and references should
be presented using APA documentation guidelines, which can be found in the APA
Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to LopesWrite. Refer
to the LopesWrite Technical Support articles for
assistance.
TSL 552 TOPIC 2 BILINGUAL PROGRAMS PARENT NEWSLETTER
The purpose of this assignment is to analyze a bilingual
instructional program in a community of interest. Through analysis of the
program, the student will be able to differentiate between the program of
interest and other bilingual education programs. The assignment will also allow
the student to explore curricular and instructional methodologies for bilingual
instruction.
Create a 500-750 word newsletter that could be sent home to
students’ parents describing the curriculum, instruction, and other activities
at a bilingual instruction program in your community. Your newsletter should
include:
- An analysis and
description of how the program supports and enhances biliteracy
- Specific and
effective strategies
- Suggestions
about how parents can foster progress toward biliteracy at home
Include 3-5 sources from your research to support your position.
One scholarly reference could include an interview of your
mentor teacher regarding the bilingual education program at a school that you
are involved with.
While APA format is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines, which can be
found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for successful
completion.
You are required to submit this assignment to LopesWrite. Refer
to the LopesWrite Technical Support articles for
assistance.
Document the hours and locations that you spend interacting with
your mentor teacher on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the
last assignment by the assignment due date. Directions for submitting can be
found on the College of Education site in the Student Success Center.
TSL 552 TOPIC 3 BILITERACY DEVELOPMENT NEEDS
ASSESSMENT
The purpose of this assignment is to encourage students to
analyze the needs of a single student in a bilingual setting. Through this
analysis, students will be able to describe methods and strategies for
biliteracy development, as well as articulate how to support the literacy needs
of the individual student.
Complete the “Needs Assessment of Student” for a particular
student in a bilingual setting to complete this assignment. Use a student from
a school that you are involved with for your practicum/field experience. If it
is not possible to work with a student in this capacity, choose an English
language learner from the “Class Profile” document.
Include a 250-500 word rationale with your Needs Assessment that
articulates specific methods and strategies that address the biliteracy needs
of the selected student.
Include 3-5 sources from your research that support your
rationale.
One reference could include an interview of your mentor teacher
on the specific strategies that support ELL biliteracy development.
While APA format is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines, which can be
found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to LopesWrite. Refer
to the LopesWrite Technical Support articles for
assistance.
Document the hours and locations that you spend interacting with
your mentor teacher on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the
last assignment by the assignment due date. Directions for submitting can be
found on the College of Education site in the Student Success Center.
TSL 552 TOPIC 4 CULTURALLY RELEVANT TEXT CHART
The purpose of this assignment is to analyze and articulate the
importance of using culturally relevant texts in multiple languages in the P-12
bilingual classroom. Through this analysis, the student will describe select
content from texts, as well as strategies to incorporate the text into a
standards-based literacy lesson.
Complete the “Culturally Relevant Texts Chart” for five texts of
your choice, which includes:
- Title of text
- Author
- Language Used
- Appropriate
Grade Level
- Summary
- Strategy
- Language
Proficiency Standard
The chart will identify one specific instructional strategy you
would use to teach each of the selected texts in a P-12 bilingual classroom.
Each strategy should align with a language proficiency standard from your
state.
In a 750-1,000 word essay, explain how you would incorporate
each of these resources into your teaching.
Include 3-5 sources from your research that support your
reasoning.
One reference could include an interview of your mentor teacher
regarding bilingual education at a school you are involved with for your
practicum/field experience. You may also talk to your mentor about your chart
to elicit any feedback or suggestions.
While APA format is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines, which can be
found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to LopesWrite. Refer to
the LopesWrite Technical Support articles for
assistance.
Document the hours and locations that you spend interacting with
your mentor teacher on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the
last assignment by the assignment due date. Directions for submitting can be
found on the College of Education site in the Student Success Center.
TSL 552 TOPIC 5 BENCHMARK CONTENT AREA LESSON PLAN AND
REFLECTION
For this benchmark, develop a content area lesson plan to be
used for an age group of English language learners (ELLs) of your choice. Be
sure to specify the grade level for which your lesson is intended. The lesson
should focus on a specific content area while also integrating
biliteracy-related activities and materials. Content areas may include, but are
not limited to, social studies, science, and math.
If it is possible, teach or co-teach the lesson to students in
the clinical field experience setting. If it is not possible, present and teach
the lesson plan to the classroom teacher and receive feedback on the lesson.
Use the SIOP lesson plan template, located on the College of
Education site in the Student Success Center, to complete this assignment.
Select the content area and English language proficiency
standards and objectives based on the needs of the specific age group of
students that you have chosen.
The content area lesson plan should include the following:
- Knowledge and
use of applicable language acquisition theories
- Appropriate
scaffolding and modeling of grade-level content knowledge and academic
language
- Appropriate
content standards and English language proficiency standards
- Appropriate
content objectives and language objectives
- Grade-level
specific content and curriculum
- Use of
activities, multicultural books, and materials that integrate listening,
speaking, reading, and writing
- Use of various
instruments and techniques to assess content-area learning for ELLs at
varying levels of language and literacy development
Include a 500-750-word reflection outlining (1) the learning
experience during the clinical field experience, (2) SEI strategies used during
lesson plan implementation, (3) collaboration with the classroom teacher, and
(4) reflection on the lesson’s efficacy with ELLs.
If you are unable to teach or co-teach the lesson to ELLs in a
K-12 grade setting, reflect on (1) the learning experience during your clinical
field experience, (2) feedback received from the mentor teacher on the lesson
plan, (3) collaboration with the classroom teacher, and (4) reflection on the
lesson’s potential efficacy with ELLs.
While APA format is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines, which can be
found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to LopesWrite. Refer
to the LopesWrite Technical Support articles for
assistance.
Document the hours and locations that you spend teaching or
receiving feedback from a mentor teacher for this assignment on your Clinical
Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the
last assignment by the assignment due date. Directions for submitting can be
found on the College of Education site in the Student Success Center.
TSL 552 TOPIC 6 BILINGUAL ASSESSMENT CHART
The goal of this assignment is to analyze approaches to
assessing biliteracy in P-12 bilingual settings. The analysis will include an
exploration of what, when, and how specific types of assessment can be used to
enhance literacy learning in the bilingual classroom.
Complete the “Bilingual Assessment Chart.” Explain what each
assessment could measure, when to use each assessment, and how to use each
assessment in a P-12 bilingual classroom.
Include a reference page with at least 3-5 sources from your
research that support your reasoning.
While APA format is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines, which can be
found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to LopesWrite. Refer
to the
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