Daria Rohrer ESL 2 Developing Cultural Awareness and Sensitivity Field Based Key Assessment 2/28/14 9-9:30am 3/7/14

9-11am 3/14/14 9-10:30am 3/19/14 9-11am 3/28/14 9-11am 4/4/14 9-11am

Cooperating Teacher Signature: __________________________________________

Section ! Curriculum guide /manual e!aluation and anal" i

Curriculum e!aluation #ound through http://t"rann"o#thete$t%oo&'(ordpre 'com/ )Septem%er 3* 20011+ ,u%ric #or -!aluating Curriculum

" Content Accuracy

Content Depth

Content Scope

Design

Ease o% &se

Content i There i no rea on thorough and Some .an" to %e con#ident accurate (ith Content appear inaccuracie are inaccuracie are a%out the credi%le accurate' #ound' #ound' accurac" o# the author hip and content' re!ie(er ' Content co!erage i Content i rich' co!ered %ut Signi#icant Content Content /pportunitie there are #e( amount o# co!erage i co!erage i to e$plore opportunitie to important content uper#icial' (ea&' depth o# e$plore content are not co!ered' content are in depth' numerou ' Thoroughl" .ention %ut 0oe not addre co!er Co!er &e" Co!er ome &e" doe not co!er the ma1orit" o# #oundational concept ' concept ' #oundational #oundational concept concept ' concept ' 0e ign 0e ign help in #acilitate u e 0e ign doe not 0e ign di tract organi2ation o# 0e ign hinder (ith appealing help or di tract #rom ea e o# content %ut i u e' #eature and #rom u e' u e' not appealing' na!igation ea e' 3#ter training* program i (ell Some material .o t material laid out and 4rogram in the program are not e##ecti!e intuiti!e' re5uire little or -!en a#ter (ill not %e u ed and not (orth 0i tincti!e no training training* program %ecau e the" are the e##ort it (ill material are %ecau e it i li&e i unnece aril" ta&e to learn (orth the time other program incomprehen i%le' con#u ing and ho( to u e to implement (e ha!e u ed' ine##ecti!e' them' %ecau e the" are e##ecti!e'

Lesson 'lan (odel

'rogram 'hilosophy

Standards Coverage

Students Learning )ra*ectories

)eaching (ethods

6e on plan de ign include 6e on plan e##ecti!e 6e on plan 6e on plan de ign 6e on plan concept de ign omit de ign di tract organi2e le on de ign i introduction* important #rom the into tage o# none$i tent or practice* #eature critical de!elopment o# introduction* impede concept ummari2ing* to concept concept de!elopment* de!elopment' and a e ment under tanding' de!elopment' and a e ment' o# &e" concept ' 4rogram ha a ound 4rogram philo oph" philo oph" i grounded in ound and %a ed 4rogram credi%le on credi%le 4rogram 4rogram philo oph" e!idence* in#ormation* %ut philo oph" i not philo oph" i re#lect re earch* and/or the philo oph" trong and i not not apparent' ine##ecti!e e$perience' The i onl" clearl" e!ident' practice ' philo oph" i e!idenced in e!idenced peci#ic throughout the location ' program' 0oe not Thoroughl" Thoroughl" 3ddre e thoroughl" co!er all grade co!er ome o# tandard %ut addre the le!el tandard the tandard 0oe not addre doe not meet tandard or and meet the and meet the the tandard ' the intention o# meet the intention o# the intention o# the the tandard ' intention o# the tandard ' tandard ' tandard ' Care#ull" 0oe not u e 8ollo( /rgani2e de!elop children7 Concept children7 content mo tl" incremental learning de!elopment run learning %" u%1ect rather concept along tra1ectorie counter to tudent tra1ectorie than children7 children7 e##ecti!el" to learning (ithin ection learning learning organi2e tra1ectorie ' or u%1ect ' tra1ectorie ' tra1ectorie ' content' -mplo" e##ecti!e* -mplo" inno!ati!e* and -mplo" ome -mplo" mo tl" e##ecti!e -mplo" engaging ine##ecti!e ine##ecti!e traditional ine##ecti!e teaching teaching teaching teaching teaching method ' method that method ' method ' method ' are #ounded in re earch'

8or thi curriculum a e ment 9 loo&ed at three curriculum guide #rom a 3rd grade cla room ):S4 4enn "l!ania Science* :oughton .i##lin 9magine 9n!itation to 6iterac"* and .ath -$pre ion Common Core ; <ol' 1+' -ach guide (a et up !er" di##erentl" #rom the other (hich ma&e e!aluating them di##icult %ecau e

"ou can=t compare them to each other' The Science guide (a the %e t out o# the three* mo tl" %ecau e it i the ne(e t %oo&' 9t had #ull color photo and graphic throughout' 3ll o# the page had good olid in#ormation that (a laid out in child #riendl" (a" ' The Science %oo& al o had a olid repre entation o# children #rom di##erent ethnic %ac&ground ' The :S4 manual recei!ed all 3= and 4= #rom me pertaining to the a%o!e ru%ric' The 6iterature %oo& (a the olde t one in thi grouping' .an" o# the picture (ere outdated along (ith ome o# the torie ' 9t (a the onl" manual that got a =2= #rom me #or Ease of Use in the a%o!e ru%ric' 9 1u t couldn=t get pa t the clothing ome o# the children in the picture (ere (earing' 9 ga!e thi manual all 3= a it (a ea " to u e and there (eren=t an" out tanding i ue (ith content or philo oph"' The math erie (a prett" traight#or(ard' 9t recei!ed 3= and 4= #rom me in the a%o!e ru%ric' 9t i a ne(er erie and ha all o# the tandard and common core trategie right on target' The onl" dra(%ac& 9 can ee i de ign and la"out (hich in turn lead to ea e o# u e' ,eall" there mu t %e ome math %oo& out there (ith a(e ome graphic and photo to dra( the tudent in to the le on> 9 did not ee an" %latant %ia e or pre1udice in an" o# the manual ' .an" o# the photograph had children o# man" di##erent %ac&ground and ethnicitie ' 3ll o# them (ere high 5ualit" and high #unctioning a cla room manual '

Section 2 School and Cla room 9n#ormation School ?ame: School 0i trict: Teacher ?ame: @rade 6e!el: Content 3rea: ?um%er o# Student in Cla : ?um%er o# -66 in Cla : -ngli h 6anguage 4ro#icienc" 6e!el : )2+ Aindergartener C Deginning )1+1 t grader C 0e!eloping )2+ 2nd grader C -$panding )2+ Bth grader C -$panding Culture ,epre ented: 3cculturation 3 imilation Diculturation ,e i tance ,eam to(n -lementar" School Cocalico School 0i trict . ' 0e%ra ,auden%u h A-Bth -S6 7 total 7 total

:mong* 4uerto ,ican* Chine e* :i panic* Eapane e' Cultural )ransitions and Descriptions E'F' 4o(ell i credited (ith coming up (ith the (ord acculturation' :e de#ined it a Gthe p "chological change induced %" cro -cultural imitationH' 3 imilation i a proce introduced %" Eean 4iaget* (here%" ne( in#ormation or proce e are ta&en and incorporated into our e$i ting idea ' Diculturation i the pre ence o# t(o di##erent culture in the ame region or countr"' ,e i tance a it pertain to the ac5ui ition o# culture i the ina%ilit" to a imilate into the culture one li!e in'

Section $ Curriculum and 3 e ment 3nal" i Content 3rea: 6anguage 3rt /Social Studie @rade 6e!el: 1t 43 3cademic Standard : 1'3'13* 1'2'1'-ngli h 6anguage 4ro#icienc" Standard : The 6anguage o# 6anguage 3rt 6e!el 3 0e!eloping* 3nal"2e -ngli h 6anguage 4ro#icienc" 6e!el o# -66 0e!eloping Culture ,epre entation The #amil" i originall" #rom 4uerto ,ico Can-0o 0e criptor 8ollo( modeled multi- tep oral direction ,etell imple tor" #rom picture cue @i!e content-%a ed in#ormation u ing !i ual or graphic Common Core C'C'1'1'1'C C'C'1'1'1'0 C'C'1'2'1'@ C'C'1'3'1'@ C'C'1'B'1'3 C'C'1'B'1'D C'C'1'B'1'8 Curriculum I ed: 3daptation Itili2ed: ?one thi i an -S6 cla room 3 ignment 4rocedure /0e cription: Creating Your Own Garden Patch /%1ecti!e: Student (ill %e a%le toJ correctl" la%el their dra(ing o# a garden patch dra( !egeta%le u ing the correct hape and color la%el "ou picture 43 Standard /3nchor : Content area: 6anguage 3rt /Science See above Content Ano(ledge: Thi le on i %uilt on the &no(ledge o# the %oo& that (a read in a pre!iou cla meeting

.aterial : -Doo& 4lant a 6ittle Seed %" Donnie Chri ten en 6arge (hite/light colored paper #or dra(ing cra"on * pencil* %lac& mar&er 3nticipator" Set: ,ecall (hat the %oo& )4lant a 6ittle Seed+ (a a%out %" doing a picture (al& through the tor"' :a!e the tudent !er%all" tell "ou (hat i happening on each page' 6e on 0e!elopment: -Turn to the page in the %oo& that ho( the garden patch' Teacher and tudent %oth ha!e a large heet o# paper and cra"on ; the teacher ha the %lac& mar&er' :a!e the tudent recall the !egeta%le that can %e gro(n in a %ac&"ard garden Fhat !egeta%le (ould "ou li&e to ha!e in "our gardenK Start dra(ing the garden u ing a =0irected 0ra(= approach' Sho( the tudent that "ou (ant them to u e the (hole heet o# paper #or their dra(ing and tart (ith (hat hape the garden hould %e' Continue (ith a #ence around the garden then ho( to ma&e ro( * add (orm and other garden %ug that are u e#ul' 3dd !egeta%le that are gro(ing' 6a%el all item the tudent dre(* ha!e the tudent point to the (ord (hile a"ing them' Conclu ion: -nd the le on %" ha!ing the tudent hare hi art(or& (ith "ou and read all o# the la%el ' =Tell me omething "ou learned toda"K= =:o( (ould thi garden loo& di##erent in the pring* #all* or (interK= .odi#ication /3ccommodation : ?one -!aluation: -!aluation i done through the !er%al 5ue tion at the end o# the le on' The -S6 tudent in the -S6 cla room are not graded' Their o%1ecti!e i to complete the ta & u ing their %e t a%ilit"' Communicati!e 3cti!itie : Thi (hole proce o# the =0irected 0ra(= i a !er%al gi!e and ta&e %et(een the teacher and the tudent' The tudent mu t li ten intentl" (hile the teacher coache him through the creating proce ' The teacher i al o al(a" loo&ing #or (a" to ma&e ure the tudent &no( and under tand (hat the" are dra(ing and (h" it mu t %e there' Strategie that ,ecogni2e the 61: 9n thi le on there aren=t an" part that %ring the tudent= 61 into pla" %ut "ou could certainl" ha!e the tudent tell "ou a%out the !egeta%le name that he &no( in another language' 3 e ment procedure /de cription: The tudent i !er%all" a &ed (hat he dre( and to point and read the la%el on hi picture' The tudent (a al o a &ed to tell (hat he (a creating throughout the le on' 3 e ment/Scoring Tool or ,u%ric:

There (a no coring tool or ru%ric #or thi le on ince the children are not graded' Dut i# "ou (ere to ma&e one i# (ould include: The a%ilit" to read the la%el out loud The a%ilit" to dra( !egeta%le u ing appropriate hape and color Sho( a%ilit" to loo& %ac& at the %oo& to #ind detail to include in the art(or& 3 ignment and 3 e ment ,e ult : The tudent created a %eauti#ul/color#ul creation o# a garden patch (hich included a #ence )to &eep out pe t +* ro( o# dirt )to "m%oli2e the garden+* a ortment o# appropriate !egeta%le that (ould %e gro(n in a garden* !ariou (orm and in ect that are %ene#icial to a garden' ,e#lection: 9 thought thi (a a great le on that included all o# (hat a good -S6 le on hould include' 9t had the u e o# a good 5ualit" tor" (ith %right !i%rant picture ' The tor" ho(ed children o# di##erent ethnic %ac&ground ' The %oo& taught the reader ho( to gro( a garden* and (hat a garden loo& li&e' The le on then #ollo(ed up (ith a dra(ing acti!it" (ith the help ) ca##olding techni5ue+ o# the teacher a a partner' The a e ment (a inter(o!en in the le on a 5ue tioning con!er ation %et(een teacher and tudent'

Section # 4ro#e ional Sta## 0e!elopment 4lan 3genda #or an -S6 (or& hop .orning Se ion 1: 9-10:30am 1' 6i tening and Spea&ing: /ral 6anguage and <oca%ular" 0e!elopment #or -66 3' Cla room condition #or oral language de!elopment D' 6i tening comprehen ion acti!ie C' Teacher ca##olding #or tudent = oral language output 0' Cooperati!e learning tructure Drea&: 10:30-10:4B .orning Se ion 2: 10:4B-12:1Bpm 1' 3 e ment and 3ccounta%ilit" #or -66 3' Creating data " tem #or -66 D' 3 e ment !alidit" #or "oung -66 C' The implication #or !alue-added mea ure #or -66 in tructor 6unch: 12:1B-1:00pm 3#ternoon Se ion 1: 1:00-2:00pm 1' .ath and Science: S&ill and Strategie to 3dapt in truction #or -66 3' The language o# .ath and Science )!oca% and grammar+ D' Ae" trategie #or Science in truction C' I ing higher order thin&ing in .ath and Science 2' 3#ternoon Se ion 2: 2:00-3:00pm 1' 4anel 0i cu ion ; :o( to e##ecti!el" (elcome -66 into "our cla room 3' 4aneli t (ould include'''!eteran -S6 teacher* chool principal (ith an -S6 %ac&ground* T-S/6 in tructor* -S6 in tructor ; college le!el' D' Lue tion #rom participant (ould %e gathered at (elcome tation %e#ore the (or& hop %egin' -!aluation: 3:00-3:30pm 1' Fhat i "our o!erall a e ment o# the (or& hopK )1Cin u##icient'''BCe$cellent+ 1 2 3 4 B 2' Fhich topic or a pect o# the (or& hop did "ou #ind mo t u e#ulK 3' 0id the (or& hop achie!e the program o%1ecti!e K :o( or (h" notK 4' Ano(ledge or in#ormation gained #rom thi (or& hop' B' .et "our e$pectation K Me ?o N' Fill %e u e#ul or applica%le to m" (or&' Me ?o 7' :o( do "ou thin& thi (or& hop could ha!e %een more e##ecti!eK 8' Comment and ugge tion '''

Section " 4arent For& hop 4lan Se ion 6ength C 1hour 1' .eet and greet parent at the door and in truct them to (rite do(n an" 5ue tion the" ma" %e coming in (ith' 10min' 2' @et to &no( "our chool 3' Ta&e a tour o# the chool* ma&ing ure to note the cla room their children (ill %e in including ; li%rar"* g"mna ium* lunchroom* mu ic room* art room* o##ice* cla room' 1Bmin' 3' The School Fe% ite 3' Tutorial on ho( to u e the chool (e% ite to either contact the teacher and/or get in#ormation a%out upcoming e!ent * get grade and home(or& a ignment ' 1Bmin' 4' 4anel 0i cu ion 3' The panel an (er the (ritten 5ue tion #rom parent a the" entered the (or& hop and ta&e an" ne( 5ue tion #rom the participant ' 1' 4anel (ill %e compri ed o# the 4rincipal* reading peciali t* -S6 teacher* -S6 coordinator #or the chool di trict* an" %ilingual ta## a!aila%le' 1Bmin B' -!aluation 1' 0id "ou #ind the in#ormation help#ulK Fh" Fh" ?ot 2' Fhat (ould "ou li&e to hear more a%outK 3' Fho el e (ould "ou li&e to tal& to a%out "our 5ue tion K 4' Fould "ou li&e to attend more parent (or& hop li&e thi K B' 0o "ou ha!e an" 5ue tion #or "our child= cla room teacherK

Section + Communit" Cultural -!ent Title o# e!ent: -a ter 3round the Forld Time: 3ll da"' 9-11am 6ocation: 6ocal par& (ith pa!ilion/picnic ta%le 4urpo e o# -!ent: To allo( children to ha!e #un learning a%out ho( di##erent culture cele%rate -a ter 4eople in!ol!ed: 4arent group (ho meet #or pla"date at the par& 3cti!itie : 1' 9n 6at!ia the" pla" an -a ter egg game in (hich each per on ta&e a hard

%oiled* colored egg' 4la"er ma&e pair and then tap the end o# their egg together' 8ir t the (ide end o# the t(o egg are tapped together* then the narro( end * and #inall" one (ide and one narro( end' Fhen a pla"er= egg %rea& * he or he lea!e the game* (hich continue until one pla"er i le#t (ith an un%ro&en egg
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2' :ol" Fee& in Dra2il %egin (ith the %le ing o# the palm %ranche * (hich

are (o!en in intricate pattern repre enting cro e * %anner * letter * and other related o%1ect ' Thi ta%le (ill ha!e palm %ranche and !olunteer (ho can help the participant ma&e cro e ' 3' 3n old 8rench cu tom (a a conte t o# rolling ra( egg do(n a gentle lope--the ur!i!ing egg (a the !ictor" egg and "m%oli2ed the tone %eing rolled a(a" #rom the tom%' The children (ill roll their egg do(n a hill to ee (ho (in ' 4' There mu t al o %e an -a ter -gg hunt to cele%rate -a ter in the IS' B' -!aluation: 3' Fhich acti!it" did "ou #ind to %e the mo t #unK D' 3re there an" tradition that "ou (ould li&e to add #or ne$t "earK C' 0id "ou #ind the tradition #rom other countrie to %e accurate a "ou &no( themK 0' /ther comment or ugge tion '''

Section , ,e#lection

1' 6anguage i o important to e!er"one o# u * it i o important that ometime (e #orget that (e need it o much' 9t i not until (e meet omeone (ho doe not pea& our language that (e reali2e ho( important it reall" i ' Fe need language to do 1u t a%out an"thing and e!er"thing in our dail" li!e ' 9 thin& that ome teacher thin& that the" are gi!ing children a gi#t (hen the" teach them -ngli h* (hich in man" re pect it i ' :o(e!er* it i the parent that allo( their child to retain their 61 and learn another language on top o# that (hich i the real gi#t' /ur ociet" i e!er changing into a glo%al one and language i a huge part o# that' 2' Culture i an all encompa ing term' 9t i the #ood that "ou eat* the clothe that "ou (ear' ,eall"* it i not onl" the #act that "our culture eat a lot o# rice* %ut (hat &ind o# rice "ou eat' 9# "ou li!e in an 3 ian culture* it (ould %e tic&" rice' 9# "ou li!ed in a Spani h culture it (ould %e a pic" rice' Culture gi!e u our identit" and it al o ho( u ; i# (e loo& clo e enough- our imilaritie to each other' Decoming an -S6 teacher mean that 9 need to &no( a%out a lot o# di##erent culture and ho( tho e culture me h (ith m" o(n culture and the culture o# all o# the children in m" cla room ; not an ea " 1o%> 3' /% er!ing* 4lanning* 9mplementing* and .anaging 9n truction i a di##icult 1o% in the pu%lic chool toda"' ?ot onl" do -S6 teacher need to &no( a%out the State Standard * %ut the Common Core i %ecoming more pre!alent' ?o( once "ou get tho e do(n* F903 ha a couple tandard o# it= o(n #or -66 ' The nice thing i that all o# the e guideline are ea il" acce i%le and there are o man" commentarie on them and %log #rom teacher (ho are u ing them e##ecti!el"* it 1u t ta&e ome time to get through them and choo e (hat (ill (or& #or "our tudent ' 9 thin&* the #act that the -S6 cla room loo& o di##erent #rom chool to chool that it ma&e it hard #or teacher to u e the in#ormation garnered #rom the man" ource a!aila%le' 4' 3 e ment i pro%a%l" m" (ea&e t area' 9 tend to !er%all" a e the tudent a the" (or& (ithout an" #ormal a e ment tool' 8ortunatel"* thi (ould (or& (ell in the cla room that 9 am o% er!ing' 9t i an -S6 cla room and the children do not get graded' :o(e!er* i# 9 (ere in a di##erent etting 9 (ould reall" need to (or& on ru%ric (riting and etting up in truction %enchmar& ' B' 4ro#e ionali m i omething that 9 ta&e !er" eriou l"' 9 am al(a" on time and dre ed appropriatel"' ." peech i pro#e ional a (ell a m" manneri m ' 9 #eel a teacher (e hould %e held accounta%le #or our

action in and out o# the cla room'