Assignments-Span+678-F17

// Esta página es para los estudiantes matriculados en la clase de Span 678 durante el otoño de 2017. Para hacer preguntas, comentar en asuntos de la clase, o compartir ideas, hagan clic sobre la pestaña de discusión en esta página. Favor de acordarse que es un foro público--todo el mundo puede verlo. Por eso, favor de asegurar que sus mensajes sean profesionales, mantengan el carácter confidencial, y que se ceñan a los // // Guidelines for Posting // .toc


 * Note: All items are DUE on the day under which they are posted! **

=Dec. 20=

Final Exam (B160) from 3-6 p.m.

=Dec. 14=

1) Please complete the BYU online course evaluation for this class.

2) Project presentations are due today.

3) Yvette is going to share her thesis with us as well.

=Dec. 12=

1) Read this article: []

2) Keep working on your projects.

=Dec. 7=

= =
 * Continue working on your final projects (due 12/14/17).**

=Dec. 5=


 * 1) Read Beeman & Urow, Ch. 9 (Dictation & Fluency).**


 * 2) Continue working on your final project.**

=Nov. 30=


 * 1) Read: [|Mathematician Federico Ardila Dances to the Joys and Sorrows of Discovery]**
 * What did you learn about:
 * Conceptual Connections?
 * Culture?
 * Failure?
 * Schooling?
 * Teaching & Learning?

user:florenciaw
 * 2) CHOOSE ONE CHAPTER to read and make a one-page graphic organizer to summarize it for the rest of the class (post it below):**
 * Beeman & Urow, Ch. 8 (Writing) [[file:Chapter 8 Writing.pdf]]
 * Shrum & Glisan, Ch. 9 (Oral and Written Presentational Communication) - **Dustin [[file:Presentational Writing.pdf]]**
 * Taylor & Bateman, Ch. 9 (Writing for a Purpose) **-Nathan, AnaVictoria [[file:Ch 9_ Word Study and Fluency.pdf]] [[file:Writing for a Purpose.pdf]]**


 * 3) Continue working on your final project.**

=Nov. 9=

1) Select a culturally authentic text. 2) Prepare a pre-reading activity for it. 3) Prepare a during reading activity for it. 4) Come prepared to teach (not just explain) the pre- and during reading activities to the class. 5) You will have 7-10 minutes each.

=Nov. 2=

No homework

=Oct. 26=

1) Study for the in-class midterm exam today.

2) Locate a culturally authentic text for your pre-reading teaching demo next week.

=Oct. 19=

1) Read Beeman & Urow, Ch. 6: Building Background Knowledge

2) Read the article by Escamilla.

=Oct. 17=

1) Prepare a meaningful learning activity that demonstrates a bottom-up teaching strategy.

a) Select a bottom-up teaching strategy you want to try. b) Prepare a meaningful learning activity that incorporates that strategy. c) Develop any necessary materials. d) You will "teach" the activity to the class. e) You will have 5 minutes.

2) Prepare for a mid-term exam over Ch. 1-6 (on 10/26/17).

3) Explore this list of scaffolding strategies.

=Oct. 12=

No class today - Dept. of Spanish & Portuguese Rank & Status Meeting

=Oct. 10=

Read: Beeman & Urow, Ch. 5: Language Resources, Linguistic Creativity, & Cultural Funds of Knowledge

=Oct. 5=


 * 1) Sign up for one reading below. If someone has already signed up for the one you want, choose another.**


 * **Beeman & Urow, Ch. 1 **
 * **Beeman & Urow, Ch. 2 **
 * **Beeman & Urow, Ch. 3 **
 * **Beeman & Urow, Ch. 4 user:Djhemsath **
 * [|**Culatta (2005) (1.1, 1.2, 1.3, 2.2.1, 3.4, 4.22)**]
 * [|**Put Reading First, Ch. 1**]Yvette R.
 * [|**Put Reading First, Ch. 2**]Nathan R.
 * [|**Put Reading First, Ch. 3**]user:florenciaw
 * [|**Put Reading First, Ch. 4**]
 * [|**Put Reading First, Ch. 5**]Ana Victoria

a) defines important terms. b) explains key concepts. c) identifies important principles. d) lists relevant instructional strategies. e) post your completed creation in the space below:
 * 2) Create an [|infographic] or one-page graphic organizer for your selected readings that:**

Ana Victoria - [|40 Graphic organizers that build reading comprehension] [|Graphic Organizers Templates]
 * Additional Resources:**

Dustin -

Florencia - Nathan -

Stephanie -

Yvette You will have 5 minutes to share your infographic/graphic organizer with the class and it will be evaluated as follows


 * 3) Explore the following resources:** ** Pre-, During, & Post-Reading **

a) Click on the phase of reading instruction. b) Read the ABCs at the top of each phase. c) Click on at least 3 links from the page. d) How could you apply these ideas to your own classes?


 * 4) Explore ALL of the following pages. **

a) Click on the language. b) Scroll through the page. c) Click on at least 3 of the links on the page. d) What do you notice about the resources available for each language in terms of authenticity, quality, and quantity?


 * Chinese
 * French
 * Portuguese
 * Spanish

=Oct. 3=


 * 1) Read: Ch. 1-4 of Beeman & Urow**


 * 2) Read: [|Put Reading First (Ch. 1-5)]**


 * 3) Read the following sections of: [|Culatta (2005) (1.1, 1.2, 1.3, 2.2.1, 3.4, 4.22)]**


 * 4) Continue to think about your projects.**

=Sept. 28= No class - Attend the assessment mini-course with Dr. Clifford at 5:30 p.m. instead

=Sept. 26=

No class - Attend the assessment mini-course with Dr. Clifford at 5:30 p.m. instead

=Sept. 21= = =
 * 1) Continue working on the project planning template:** [[file:Project Planning Template for Span 678.pdf]]


 * 2) Obtain the textbook Teaching for Biliteracy by Beeman & Urow. (I called the bookstore and you can now order it through them, but they say it will be cheaper to get it from Amazon.)**

[|Buy] [|Buy from BYU Bookstore] [|E-Text] [|Rent]


 * 6) Read Ch. 1-3: Foundations of Teaching for Biliteracy from the Beeman & Urow textbook (once you get it--don't worry if you don't have it done before Thursday, but you will need to get the book as soon as you can).**

=Sept. 19=


 * 1) Join** ** [|Wikispaces] **

a) Choose a username b) Choose a password c) Add a working e-mail address d) Check NO (about making a wiki) e) Click submit


 * 2) Join the LanguageLinks Wiki **

a) Sign into Wikispaces with your username and password. b) Go to: http://languagelinks2006.wikispaces.com/ c) Click // Join // in the upper, right-hand corner d) Type "676" or "604" in the box e) Click submit


 * 3) Sign up to give the Literacy Link. **

1) Sign into Wikispaces. 2) Click on "Edit." 3) Choose 2 dates. 4) Type ~ 3 times next to your selected date. 5) Click "Save." (Note: You won't be able to do this until I have approved your request to join the wiki).


 * 4) Work through as much of the project planning template that I distributed in class as you can. [[file:Project Planning Template for Span 678.pdf]]**


 * 5) Obtain the textbook Teaching for Biliteracy by Beeman & Urow.**

[|Buy] [|Buy from BYU Bookstore] [|E-Text] [|Rent]


 * 6) Read Ch. 1: Foundations of Teaching for Biliteracy from the Beeman & Urow textbook (once you get it--don't worry if you don't have it done before Tuesday, but you will need to get the book as soon as you can).**

=Sept. 14=

media type="youtube" key="O39niAzuapc" height="792" width="1056"
 * 1) Watch: [|Visual Literacy: Learning to See] (How to Read Images)**


 * 2) Read the course syllabus and come prepared with any questions you may have. [[file:Syllabus Span 678 Fall 2017.pdf]] [[file:Schedule Span 678 F17.pdf]]**

=Sept. 12=

1) Read [|What Storytelling Does to Our Brains]

2) Come prepared to share:


 * One question the article raised in your mind
 * One insight you gained from reading the article
 * One connection this article has to another domain

=Sept. 7: Literacy & Life-long Learning=

1) Bring a typed list of your personal questions about literacy and/or areas of interest.

2) Ponder what you'd like to do for a final project.
 * In what context would you like to work?
 * Business
 * Church
 * Education
 * Entertainment
 * Government
 * Home & Family
 * Non-governmental Organizations (microloans, peace corps)
 * Whose literacy needs would you like to address?
 * Adult Illiteracy
 * Children with developmental delays (Head Start)
 * Children enrolled in dual language immersion programs
 * Children enrolled in FLES programs
 * Diplomats
 * Elementary-aged children enrolled in school in a Spanish-speaking country
 * Heritage Speakers
 * Homeless
 * International business people
 * Law enforcement personnel
 * Military personnel
 * Missionaries
 * Native Speakers
 * Pre-K/Kindergarten Readiness
 * Stake employment and welfare
 * Struggling learners
 * Students with special needs
 * Teacher candidates preparing to teach Spanish
 * University literature or linguistics students
 * Ward auxilaries
 * What kind of a product could you produce that would address the needs of your selected group in your selected context?

3) Read the talk: //[|Rise to Your Call]//
 * Be prepared to comment on what this talk has to do with literacy development.
 * Ponder what this talk has to do with your future career goals.
 * Identify at least one specific action you will take as a result of reading this talk.

=Sept. 5: Intro. to the Course=

No homework - First day of class