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University of New Mexico

College of Education

LLSS 315* Educating Linguistically Diverse Students

SPRING 2010| Section 450 | 3cr. hrs. | Rm#: UC-221

Thursdays 1-4pm | Burlington Annex on 30th Street

Instructor, Dr. Frances Vitali

505.566.3480 (unm) | 505.324.0894 (home) |  505.330.1536 (cell)

Office: #233 Burlington Annex

Office Hours: One hour before and after class or by appointment

Email: | Webpage

Course Blog at

Class Collection Webpages at

Multicultural Resource Blog at

Chautauqua Storytelling Rubric at



                “The stories we tell not only explain things to others, they explain them to ourselves.” (Donald Norman)



Course Description

This course familiarizes students with history, theory, practice, culture, politics, issues of second language pedagogy and orality and literacy.  Students will gain an understanding of effective teaching methods and cultural sensitivity for working with linguistically diverse students, realizing that language and culture are synonymous.

                Rationale: Most classrooms are comprised of uniquely diverse learners on all levels, including linguistically and culturally. As educators, we must learn to be flexible in our thinking, teaching and learning to address, respect, celebrate, and support the richness and complexity of the children we teach.

                Instructional Strategies: Students and instructor will engage in the following ongoing collegial learning interactions: reflective writing, reciprocal learning, reflection/communication blog, authentic learning, practicum experiences, individual conferences, videos, and cooperative and collaborative activities/projects, Literature Circles, Chautauqua.


Responsibilities (see entry-level Language Arts competencies expanded below)

  • Integrate the New Mexico State Competencies for Entry-Level Language Arts Teachers into course content.
  • Be professional at all times – in class and in the field. A. 1(a), 3; B. 2,4; C. 2(c), 4(g)
  • Be receptive to feedback, being reflective while participating in an academic learning community. E. 1(a)(c), 2(b)
  • Engage in collaborating and entering into professional learning opportunities with educators, students, parents, administrators, support staff working with linguistically diverse children. D. 3; F. 2(c)(iv)
  • Conduct and present assignments and projects with professional dispositions and ethical manner sufficiently prepared. G. 1(a), 2(b)(c), 3(a)
  • Practicum experience requires you to exhibit dispositions and professionalism of an educator.
  • Take ownership of learning, remembering that learning is fun, self-directed motivated by your natural curiosity and enthusiasm. The quality of your learning experiences will transfer to the students you eventually teach.


 Required CourseTextbook–Available at SJC Bookstore

                Zainuddin, (2007). Fundamentals of Teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms. Dubuque, Iowa: Kendall/Hunt  (ISBN: 0-7872-9664-3)


Other Materials:

                Course Blog at

Multicultural Resource BLOG at

Class Collection Webpages at

Additional Articles, videos may be provided by instructor and students.


Related Reading:

  • Mazer, Anne (ed.). America Street: A Multicultural Anthology of Stories. An eclectic sampling of multiethnic and sociocultural experiences highlighting teens of immigrant parents and relatives.
  • Carlson, Lori Marie (ed.). Moccasin Thunder: American Indian Stories for Today, edited by (HarperCollins, 2005). An anthology collection of short stories about contemporary Native American teenagers.
  • Gallo, Donald (ed). Join In: Multiethnic Stories, Anthology of contemporary teens from ethnic backgrounds share their stories of living in U.S.
  • Minnesota Humanities Council (ed.). Braided Lives: An Anthology of Multicultural American Writing.  An anthology by multiethnic writers specifically intended for teens and teachers in Minnesota high schools.
  • King, Laurie. Hear My Voice: A Multicultural Anthology of Literature from the United States. Collection of poems, short stories, autobiographies, essays of multiethnic stories with universal themes.


Additional Materials/Resources

                Supplemental Sources:

·          NCREL Educating Teachers for Diversity (

·          PRIME TIME (

·          River of Words Poetry Contest (

·          Office of English Language Acquisition (

·          IRA NCTE Read/Write/Think/Lessons (

·          IRIS MODULES (

·          Teaching Diverse Studetns Initiative(


·          NM Endowment for the Humanities (NMEH) (

·          NMEH Chautauqua Characters

·          Veteran History Project: The War by Ken Burns  (

·          Veteran History Project Interview Kit (

·          Prospective Guests: Vicki Bruno, Valeria Lee, Community Relations Commission, FMS Bilingual Education Department  | Kathy Hurst from San Juan Media Services, Blanding Utah

·          ENLACE at 1930 San Juan Blvd.

·          FREE San Juan College Calendar of Events | Chautauqua Series: “I Want to be Bad: The Flapper and Her Song,” on 22 January - 7pm SJC Little Theater | "Coretta Scott King and Rosa Parks" on 26 February – 7pm SJC Little Theater | "Eleanor Roosevelt" on 19 March at 7pm | "Culture and Commerce on the Santa Fe Trail" on 9 April at 7pm | For information call 599-8771 or 334-9325



Course Learning Invitations and Expectations (Assignments, projects, activities)

·        Read your email regularly for course updates, reminders and communication in between sessions.

·        Read course blog regularly as a communication tool and post reflections when assigned at


·        Reference our Resource blog page at


  • Collaborate (practicum) with students at Apache Elementary School, will provide an authentic setting in which to put theory and practice together as we learn from the children more about ourselves personally and as professionals. Our Oral History Family Chautauqua will be the collaborative lens in which we will pursue our learning this semester. We will record our teaching plans and reflections weekly on our individual web pages.


  • Create your own Chautauqua (role playing) character from your own family to perform for 4th graders at Apache will prepare us for our storytelling coaching roles. Document the process of engaging 4th graders in Chautauqua storytelling experience from start to finish. Modeling your own family Chautauqua to video editing Chautauqua  students characters for final presentation


  • Newspaper article Reporting. You will each share an article from current newspaper, magazine related to topics and issues of diversity relevant to our class.


  • Present Chapter Presentations with a partner. Our course text will serve as a resource for strategies, theories, cultural understanding and practical applications to prepare you for taking the TESOL endorsement exam and/or teaching in diverse learning settings. Present in engaging ways-incorporating what you know about teaching and supporting ELL students. See Rubric Checklist.



·         Plan community Field Trips in an effort to understand our communities and in realizing that learning happens outside the classroom and that we can learn a lot about our students by understanding the communities in which they live. You will pair up to share a community organization, place where you will be responsible for making arrangements for our class visit.


  • Invited guests to our classroom will augment our learning experience: Kathy Hurst from San Juan Media in Blanding, Utah; FMS bilingual staff; Jon Brinkerhoff & Tryphenia Peele-Eady & Renee Mathis-autism. Some presentations will be in the evening from 5-7:30pm and on those Thursdays, class will not meet from 1-3. See Calendar.


  • Individual Web pages are intended as media to house your learning and other intellectual property throughout the semester. Since it is your webpage, you own the material and content, and thus, empowers you as the author. Your webpage becomes documentation, scrapbook, if you will, of your learning over time this semester. It remains your property even after the completion of our course time together. See Class webpages at


  • Midterm and Final Reflections about your learning experiences midway and at the end of our course is a means to help clarify and summarize for yourself what you know and a way to share improvements for me, your course instructor.



                    Midterm and final individual conferences will be held.



Exemplary completion of all Learning Invitations with adherence to all timelines. Evidence of significant development across the five dimensions of learning.


Satisfactory completion of all Learning Invitations. Evidence of acceptable development across the five dimensions of learning.


Attendance Policy

Attendance is required for each class session. Arrive on time to allow classes to begin (and end) at their scheduled times.  Attendance is a crucial and considered your professional responsibility.  Communication with instructor via email, phone or in person is considered proper professional and respectful etiquette. Lateness and leaving early are considered serious interferences with your progress in this class. Thus, you should come to all classes well prepared to assume an active and thoughtful role in the scheduled activities by having read all required readings and completed all class assignments. Attending all classes is for your benefit to fully experience and appreciate the world of children's literature. And further more, we will miss you and your contributions during our time together.


Please rearrange work and appointment schedules so that you can attend each session.

If you are absent more than two times this semester, you can be dropped from the course.

“The reporting of absences does not relieve the student of responsibility for missed assignment, exams, etc.  The student is required to take the initiative in arranging to make up missed work, and it is expected that faculty will cooperate with the student in reasonable arrangements in this regard” (UNM Pathfinder).

It is responsible and respectful to contact instructor or leave message with Dawn in the UNM office if you are going to be late or absent from class. It is also your responsibility to check in with the instructor and consult with a class peer after the missed class for all makes up work.


Silence cell phones out of respect for all learners.

We will observe European etiquette of cell phone use (including texting). Cell phones should be turned off during class to avoid disrupting the   flow of communication & learning for colleagues. Please take care of phone calls before or after class. If you are expecting a necessary call during seminar, please inform instructor before session.

Peter Post of the Emily Post Institute and author of The Etiquette Advantage in Business highlights the tenets of good cell phone etiquette in public settings:

  • If your cell may be bothersome to those around you, do not use it
  • Put your cell on vibrate or turn it off as a courtesy to others
  • If you are expecting a critical phone call, inform instructor prior to seminar
  • If your cell phone does go off, quickly open and close it.
  • Above all, in encouraging an optimum learning environment we all contribute to being considerate, respectful and honest of ourselves and others.

Source: Wollman, D. (2008). Expert: cell phone etiquette 101. Retrieved August 14, 2008. Available at


Accommodation Statement

                The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for a reasonable accommodation of their disabilities. If you have a disability requiring accommodation, please contact the instructor as soon as possible to make arrangements.


Plagiarism Statement

                Plagiarism is the presentation as original work by a writer of ideas, words, or thoughts belonging to someone else. You must provide a reference not indicating the source of any specific words borrowed from another source. Any project containing incidents of plagiarism will receive no credit or grade. Plagiarism is a serious offense in any college course and can lead to failure in that course or expulsion from UNM.


Accreditation Information

                The College of Education is an NCATE accredited institution.  NCATE stands for “National Counsel for Accreditation of Teacher Education” (  All COE courses address specific NCATE and professional society guidelines and support the College of Education’s Vision, Mission and Conceptual Framework.  I encourage you to learn about and spend some time thinking about the College of Education’s Vision and Mission Statements. 


LLSS 315        SPRING 2010

Tentative Course Schedule


Introduction: I Am From Poem, Culture (Customs, Beliefs, Language)

Harriet Tubman Reflections post to blog at

Course TEXT: PART I Multicultural Issues (chapters 1-8) - Chapter presentation by Frances

Vocabulary: negative cultural diversity, stereotype, sociotyping, assimilation, acculturation, deep & surface culture, ethnocentrism, high-involvement, high-considerateness, low-context, high-context cultures, field-dependent, field-independent learners, RECONCEPTUALIST

Share Instructor’s Philosophy

(Jan. 21) SJC SMART LAB Computer Lab-Set up webpage sections & Email your tripod webpage URL to me at

Create webpages to maintain throughout semester as your intellectual property

Webpage entries: I AM FROM poem

Syllabus Review

Family Chautauqua Collaboration Project Overview

See Resource: Creating Family Timelines (

Jan. 29- Field Trip – details sent via email; begin habit of reading your unm emails weekly.




Newspaper Articles

Community Field Trips

Chapter presentations

Invited Guests visits

Webpage entries: Chautauqua family characters

PRACTICUM: Apache Chautauqua reflections/planning




Newspaper Articles

Community Field Trips

Chapter presentations

Invited Guests visits

March 11 Midterm Conferences (complete your written five dimensions midterm summary and evaluation and post to your webpage)

Webpage entries: Weekly Apache Chautauqua reflections | I AM Poems | Chautauqua Character | Field Trip Reflections | Guest Speakers

PRACTICUM: Weekly Apache Chautauqua reflections/planning & Storytelling Group Conferences



Newspaper Articles

Community Field Trips

Chapter presentations

Invited Guests visits

PRACTICUM: Weekly Apache Chautauqua reflections/planning

Chautauqua Family Project:

Dress Rehearsal – May 6

CHAUTAUQUA Performance  – May 13, 6-8pm (for invited parents & family)

Final Conferences (May 6- complete your written five dimensions final summary and evaluation and post to your webpage)

Post Course Reflections to Digital Portfolios – May 14

Webpage entries: all sections complete by May 6

Final Exam, optional, as needed (May 13)


Class Session

JAN.   21

JAN.  28







 April 15





















Class Session

FEB.   4



FEB.  11



FEB.  18



FEB.  25















March 29-April 16










MAY 13






10-11:30am (Dress Rehearsal)


6-8pm  (Family Night Performance)





















Course Strands and Dimensions of Learning

as correlated with UNM Conceptual Framework (Understanding, Practice, Professional Identity)


Means of interpreting and assessing student achievement will involve Course Strands and Dimensions of Learning.


Course Strands

1. communication   2. research/content  3.  technology, and  4. collaboration

components describing your development as readers, writers, storytellers and users of technology.


Five Dimensions of Learning


1. Confidence and Independence (Understanding)
Confidence and independence in your own reading, writing, and thinking abilities. We see growth and development when learners' confidence and independence become coordinated with their actual abilities and skills, content knowledge, use of experience, and reflectiveness about their own learning. The overconfident student learns to ask for help when facing an obstacle; the shy student begins to trust her own abilities and begins to work alone at times, or to insist on presenting her own point of view in discussion. In both cases, students develop along the dimension of confidence and independence.

2. Skills and Strategies (Practice)
Specific skills and strategies involved in composing and communicating effectively, from concept to organization to polishing grammar and correctness, and including technological skills for computer communication and adherence to APA style. Skills and strategies represent the "know-how" aspect of learning. When we speak of "performance" or "mastery," we generally mean that learners have developed skills and strategies to function successfully in certain situations. In this course, it will be communicating as practicum educators in wrapping your own ideas and questions around what educating linguistically diverse children means and how as professionals we can meet their diverse needs of the students with whom you are working.

3. Knowledge Content (Understanding)
Knowledge content refer to the "content" knowledge you gained about this course, your experiences, and communication technologies for expression. Knowledge and understanding is the most familiar dimension, focusing on the "know-what" aspect of learning. What do I know about this content and how can I extend my learning on different levels? What have I learned about nurturing diverse learners?

4. Use of Prior and Emerging Experience (Understanding)
The use of prior and emerging experience involves the ability to draw on your own experience and connect it to your work. A crucial but often unrecognized dimension of learning is the ability to make use of prior experience as well as emerging experience in new situations. It is necessary to observe learners over a period of time while they engage in a variety of activities in order to account for the development of this important capability, which is at the heart of creative thinking and its application. In focusing, reflecting and designing our own research proposal and agenda, our prior experience might be tapped to help scaffold new understandings, or consider how ongoing experience shapes the content knowledge or skills and strategies we are developing.

5. Critical Reflection (Understanding, Practice, Professional Identity)
Reflection refers to your developing awareness of our own learning process, as well as more analytical approaches to reading, writing, and communication. When we speak of reflection as a crucial component of learning, we are not using the term in its commonsense meaning of reverie or abstract introspection. We are referring to the development of your ability to step back and consider a situation critically and analytically, with growing insight into your own learning processes as a kind of metacognition. Have I explored my own personal biases and prejudices, aware of cultural stereotypes and cultural and linguistic sensitivities?

It is important that you are made aware of the course strands and the five dimensions of learning because the ownership of your learning in relation to this course content is a focus of your assessment and evaluation. This evaluative process provides a framework with which you can evaluate your own growth. As learners, you are measuring your own learning given the strands and dimensions, considering them in relation to your prior learning. In assessing your progress, you will provide a midterm and final reflection which will be posted on your webpage. See Guideline below:




PROVIDE WRITTEN MIDTERM & FINAL SUMMARIES AND EVALUATIONS at Individual CONFERENCES as well as downloading to your webpage.



Due March 11– post to your webpage

Midterm Summary

Summary interpretation of observations and evidence in terms of the five dimensions of learning.


Five dimensions of learning:

  • confidence and independence
  • knowledge content
  • skills and strategies
  • use of prior and emerging experience
  • reflectiveness (critical awareness)


Midterm evaluation

  • Estimated evaluation in terms of grade
  • Suggestions for your own further development during remainder of semester
  • Suggestions for class activities or for the professor to better support learning




Due May 6 – post to your webpage

Final Summary

Summary interpretation of observations and evidence covering the whole semester in terms of the four major strands of work and the five dimensions of learning. Be sure to connect your reflections with specific examples included in the observations and samples of work.


Five dimensions of learning:

  • confidence and independence
  • knowledge content
  • skills and strategies
  • use of prior and emerging experience
  • reflectiveness (critical awareness)


Final evaluation

  • Reflections on semester's learning experience
  • Any suggestions for the professor for future classes
  • Estimated evaluation in terms of grade









Completed a 



Make arrangements in advance for our class to meet at designated locations.





ENLACE at 1930 San Juan

Post reflection on blog at




Jan. 28 (Trading Post)



See schedule

Share with peers

Literature circle talks, Socratic Seminar

As scheduled throughout semester



1. writing, editing, refining, storytelling

2. collaborating w/ students

3. Peer & teacher conferencing

4. STORYTELLING Performance for family & friends

Ongoing sessions throughout semester with peers and with elementary school children




 storytelling and writing process, coaching students

CHAUTAUQUA Dress Rehearsal – May 6



Text Chapter: Part I


Culture, Custom, Language & I am From


February (Frances)




Pair presentations (See Rubric Checklist)

Feb. 18 – April 22


Apache Chautauqua Practicum

Reflection on Your webpage

Weekly throughout semester


Webpage sections: IAM From Poem | Chautauqua Practicum Reflections |  Chautauqua Family Character| Guest Speakers |  Midterm Reflection | Final Reflection | Course Reflection | Chapter Presentation | Community Connections

Your Webpage (free webhost on


Email your webpage address to

Webpage presentations on Jan. 21

Create Jan. 21 & maintain throughout semester.

Email webpage address to


Guest Speaker Reflections: Community Relations Commission

Valeria Lee

Navajo Ministries - Dunton

Vicky Bruno

FMS Bilingual Programs

San Juan Media Center-Kathy Hurst

Reflection on Your webpage

Due week following each presentation







(Develop your own family character)


Process Writing-drafts/writing/performance

Feb. 4 – April 22


Midterm semester Course reflections

Your Webpage

March 18


Final  semester Course reflections

(add to your digital professional portfolio by May 14)

Your webpage

May 6







Textbook Chapter Presentations










Feb. 18



PART II: Principles & Practices in New/Second Language Teaching





PART III: Organizing and Planning for Second Language Instruction


March 4



PART IV:  CHAPTER 15: Oral Language Development


March 11



PART IV: CHAPTER 16: Vocabulary Development


March 18



PART IV: CHAPTER 17: Reading Development


April 1



PART V: CHAPTER 18: Writing Development


April 1





April 8



PART V: CHAPTER 20: TESOL & Music, Drama, Art


April 8





April 15



PART V: CHAPTER 22: TESOL & Social Studies


April 15



PART V: CHAPTER 23: Special Education


April 22



PART V: CHAPTER 24: Using Technology













Presentation Delivery


Creative, innovative, imaginative



Additional Resources



Tap prior knowledge



Content accuracy



Enrichment Opportunities


Include Hook






Prepared handout(s)


Learning Styles addressed



Includes Assessment





















11-9 out of 11 = A

8-7 out of 11 =  B


















Conceptual Framework for Professional Education:

Professional Understandings, Practices, and Identities



“Those who can do. Those who understand teach.” - Lee Shulman


The College of Education at the University of New Mexico believes that professional education should seek to help individuals develop professional understandings, practices, and identities. These understandings, practices and identities frame the lifelong learning of professional educators and reflect the values articulated in our Mission Statement and in state and national standards and competencies.

Understandings frame the identity and practice of educational professionals. We seek to help students better understand:


·          Human Growth and Development - Patterns in how individuals develop physically, emotionally, and intellectually. How to provide conditions that promote the growth and learning of individuals from diverse cultural and linguistic backgrounds, including those with special learning needs.

·          Culture and Language - The nature of home, school, community, workplace, state, national, and global contexts for learning. How social groups develop and function and the dynamics of power within and among them. How language and other forms of expression reflect cultural assumptions yet can be used to evoke social change. How one’s own background and development shape understanding and interaction.

·          Content of the Disciplines The substance of the disciplines you teach—the central organizing concepts and factual information—and the ways in which new knowledge is created, including the forms of creative investigation that characterize the work of scholars and artists.

·          Pedagogy - Theory and research on effective educational practice. How to create contexts for learning in and across the disciplines. How to assess student learning and design, plan, and implement instruction to meet the needs of learners. How to evaluate educational practice.

·          Technology - Effects of media and technology on knowledge, communication, and society. How to critically analyze and raise awareness of the impact of media and technology. How to use current technology.

·          Professional Issues - The social and political influences on education, both historically and currently. Local, state, and national policies, including requirements and standards. How to critically analyze and participate in the formation of educational policy. Strategies for leadership, collaboration, and research.

·          Nature of Knowledge - How knowledge is constructed within social contexts, including the academic disciplines. The differences and connections among the knowledge constructed in different social contexts. How to conduct inquiry into the nature of knowledge within and across the disciplines.


These practices enable students, as professionals, to apply their understandings, and implement

the following qualities in their instruction:

·          Learner-Centered - Students’ past experiences, cultural backgrounds, interests, capabilities, and understandings are accommodated in learning experiences. Routines promote learner risk-taking and allow learners to take increasing control of their own learning and functioning.

·          Contextual - Experiences engage learners in ways of thinking, doing, talking, writing, reading, etc., that are indicative of the discipline(s) and/or authentic social contexts. Ideas and practices are presented with the richness of their contextual cues and information. Learners are provided with models and opportunities to reflect on their experiences and to relate their learning to other social contexts.

·          Coherent - Learning experiences are organized around the development of concepts and strategies that learners need in order to participate in other similar situations. Learners are assessed on what they had the opportunity to learn.

·                      Culturally Responsive - Diversity is valued, and learners are helped to become aware of the impact of culture on how they and others perceive the world.

·          Technologically Current - Available technology facilitates learning. Learners are helped to understand the effect of media on their perceptions and communication.

·          Developing a professional identity is central to lifelong growth as a professional educator. The University of New Mexico College of Education will help students develop the following attributes of a professional:

·          Caring - Attentive to learners, willingness to listen and withhold judgment, and ability to empathize while maintaining high expectations for learner success.

·          Advocacy - Committed to ensuring equitable treatment and nurturing environments for all learners.

·          Inquisitiveness - Habitual inquiry into the many, ever-changing ways in which knowledge is constructed, how people learn, and how educators can support learning.

·          Reflection-in-Action - Able to analyze, assess and revise practice in light of student learning, research and theory, and collegial feedback.

·          Communication - Skilled in speaking, writing, and using other modes of expression.

·          Collaboration - Able to work cooperatively with students, parents, community members, and colleagues.

·          Ethical Behavior - Aware of and able to work within the ethical codes of the profession.






NM Language Arts Standards & Benchmarks



(1)Teachers of English language arts shall: demonstrate knowledge that growth in language maturity is a developmental process.

1(a) Elementary language teachers shall understand developmental theories and processes by which children acquire, understand and use language from infancy through childhood.

(3) will demonstrate knowledge that speaking, reading, writing, listening and thinking are interrelated.



·          Text Book chapter readings and presentations

·          Apache Practicum Collaboration-Chautauqua



(2) Teachers of English language arts shall: understand the importance of rich oral language experiences in early grades and how those experiences can lead to writing skills.

(4) All language arts teachers shall understand the importance of learning about practicing various aspects of composing processes. (prewriting,writing,revising,editing,evaluating) in order to achieve the knowledge required to teach those processes well.

Understandings & Practices


·          Apache Practicum Collaboration-Chautauqua



2(c) All language arts teachers shall be able to teach students to ask questions that elicit both oral and written responses at a variety of levels.

4(g) All language arts teachers shall draw upon literature in many genres from many historical periods, and of varying degrees of complexity in order to develop and elicit critical insights from their students.

Understandings & Practices


·          Apache Practicum Collaboration-Chautauqua


·          Book Talk reading & discussion



(3) All language arts teachers shall be familiar with aspects of electronic media-internet, word processing, CD-ROM and other relevant media to be able to effectively teach through the use of both verbal and visual media.

Understandings & Practices


·          Course blog, emails, webpages & online resources, such as IRIS Modules, Teaching Tolerance, Edutopia


(1)Teachers of English language arts shall demonstrate knowledge of evaluative techniques to be used to describe a student’s progress in English.

(a) All language arts teachers shall demonstrate competence in applying a number of evaluative techniques, including individual conferences, for determining and reporting student progress.

(c) All language arts teachers shall be proficient at “student watching” and other informal ways of describing student progress in all language processes.

2(b) All language arts teachers shall be able to select the most appropriate formal and informal ways to assess or evaluate growth in oral and written language and reading skills.

Understandings & Practices


·          Apache Practicum Collaboration-Chautauqua

F.        RESEARCH

(2)(iv) All language arts teachers shall understand that students of diverse cultures interpret written and oral language in different ways.

Understandings & Practices

·          Apache Practicum Collaboration-Chautauqua storytelling

·          Guest speakers: Vicki Bruno, Community Relations Commission, Valeria Lee, San Juan Media Center, FMS Bilingual Program, Salina Bookshelf, ENLACE

·          Multicultural Videos, Newspaper articles


(1) Teachers of English language arts are able to effectively deliver instruction using a variety of approaches.

(2) Teachers of English language arts shall understand that the classroom is composed of students with varied needs such as physical disabilities, learning disabilities, limited English proficiency, and cultural diversity.

(b) All language arts teachers need to be aware of varied students needs and how to modify and implement instruction for diverse learners.

(c) All language arts teachers need to be aware of strategies for helping students be sensitive to and understanding of each other’s learning and social needs.

(3) Teachers of English language arts shall understand that the educational process includes families, and the social and economic communities.

Understandings, Practices & Professional Identity



·          Community Field Trips: Farmington Indian Center, Sycamore Community Center, Trading Post, ENLACE, etc..

·          Text Book chapter readings and presentations

·          IRIS Module

·          Apache Practicum Collaboration-Chautauqua Family Night Performance

·          Course Reflection of their learning, practicum experience and work sample posted to their professional portfolios




Name: ________________________

UNM Storytelling Coach __________________

Date: ____________

Chautauqua Project










Body Language

Movements seemed fluid and helped the audience visualize.

Made movements or gestures that enhanced articulation.

Very little movement or descriptive gestures.

No movement or descriptive gestures.


Eye Contact

Holds attention of entire audience with the use of direct eye contact.

Consistent use of direct eye contact with audience.

Displayed minimal eye contact with audience.

No eye contact with audience.


Introduction and Closure

Student delivers open and closing remarks that capture the attention of the audience and set the mood.

Student displays clear introductory or closing remarks.

Student clearly uses either an introductory or closing remark, but not both.

Student does not display clear introductory or closing remarks.



Good use of drama and student meets apportioned time interval.

Delivery is patterned, but does not meet apportioned time interval.

Delivery is in bursts and does not meet apportioned time interval.

Delivery is either too quick or too slow to meet apportioned time interval.



Student displays relaxed, self-confident nature about self, with no mistakes.

Makes minor mistakes, but quickly recovers from them; displays little or no tension.

Displays mild tension; has trouble recovering from mistakes.

Tension and nervousness is obvious; has trouble recovering from mistakes.



Use of fluid speech and inflection maintains the interest of the audience.

Satisfactory use of inflection, but does not consistently use fluid speech.

Displays some level of inflection throughout delivery.

Consistently uses a monotone voice.



 Use of effective props

Use of props

 Props interfere with storytelling

No props used

Total ____










LLSS 315 Educating Linguistically Diverse Students

Create User ID and PASSWORD


Log on if you already have a tripod account


Create your Home page:

·   Educating Diverse Students Spring 2010

·   Your Name


Add these ADDITIONAL pages:

·         I AM POEM









·         IRIS MODULES




·         Creating Family Timelines by Renee Goularte at



·         Chautauqua Storytelling Rubric at