Sistema Universitario Ana G. Méndez School for ... 442 DLP... · Prep. 05-2010. Tere Rodríguez, M.Ed. ... Toda tarea a ser completada antes del taller deberá ser entregada en la

Sistema Universitario Ana G. Méndez School for Professional Studies

Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo

ECED 442

PRACTICE SEMINAR IN EARLY CHILDHOOD AND PRIMAY EDUC ATION

SEMINARIO SOBRE LA PRÁCTICA DE EDUCACIÓN PRE-ESCOLA R / PRIMARIA

This module is under a revision process. Any suggestions from the facilitator and

students will be appreciated to enhance the final document.

© Sistema Universitario Ana G. Méndez, 2010 Derechos Reservados.

© Ana G. Méndez University System, 2010. All rights reserved

ECED 442 Practice Seminar in Early Childhood and Primary Education 2

Prep. 05-2010. Tere Rodríguez, M.Ed.

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

Guia de Estudio ......................................................................................................................... 3

Study Guide ............................................................................................................................ 12

Workshop One ........................................................................................................................ 22

Taller Dos................................................................................................................................ 27

Workshop Three.................................................................................................................... 30

Taller Cuatro ........................................................................................................................... 33

Workshop Five / Taller Cinco................................................................................................. 36

Anejo A /Appendix A ............................................................................................................. 40

Anejo B /Appendix B.............................................................................................................. 46

Anejo C / Appendix C............................................................................................................ 47

Anejo D / Appendix D ........................................................................................................... 49

Anejo E / Appendix E ............................................................................................................. 51

Anejo F / Appendix F ............................................................................................................. 52

Anejo G / Appendix G ............................................................................................................ 53



GUIA DE ESTUDIO

Título del Curso: Seminario sobre la práctica de educación pre-escolar/primaria.

Codificación: ECED 442

Duración: Componente Práctico, duración de 10 semanas, 5 talleres. Concurrente con ECED 443 (curso de práctica escolar) Prerrequisito: Completar todos los cursos de educación y de inglés. Tomar el curso en el último año de estudio, con la práctica de educación. Descripción:

ECED 442: En este curso, los estudiantes van a tratar temas para dialogar, analizar y

evaluar sobre las experiencias y responsabilidades de la práctica y las situaciones o eventos

que pueden ocurrir en el ambiente de la educación temprana y educación primaria. Este

curso está diseñado para enriquecer y complementar las experiencias del día-a-día que

ocurren durante el transcurso de instrucción y experiencias en el salón de clase.

Objetivos Generales:

1. Asumir una posición profesional y presentar las experiencias/ideas sobre el ambiente

escolar.

2. Asumir el compromiso de preparación para el nivel de enseñanza con los niños de

educación pre-escolar/primaria.

3. Demostrar un nivel profesional en planear y tomar decisiones apropiadas en el

ambiente escolar.

4. Reflexionar sobre las prácticas educativas más apropiadas para la diversidad de

estudiantes.

5. Demostrar un nivel de liderazgo al presentar o recomendar sugerencias en el ambiente

escolar.

6. Discutir a un nivel profesional su manera le resolver problemas en el ambiente

escolar.



7. Valorara la práctica educativa como una experiencia que le preparara para el

desarrollo como futuro maestro.

Textos Recomendados y Recursos:

Wong, H. & K. Wong, R. T. (2009). The First Days of School (4th ed.). California: Harry

K. Wong Publications, Inc. ISBN: 978-0-9764233-1-7

Recursos Electrónicos: http://legacy.netlibrary.com/titleselect/index.asp

Gips, C. V., McCallum, B. & Hargreaves, E. (2001). What Makes a Good Primary School

Teacher? Expert Classroom Strategies. London, New York: Routledge. e-book

format, eISBN 9780203189931, Net Library.

Murdoch, K. & Wilson, J. (2008). Creating a Learner-centered Primary Classroom:

Learner-centered Strategic Learning. Routledge. e-book format,

eISBN: 9780203931127, Net Library.

Recursos Recomendados:

Clark, Ron. (2003). The Essential 55: New York: Hyperion Books. ISBN: 0786888164,

Allen, M. (2007). Early Childhood Centers (1st ed.) New York: Creative Teaching Press

Inc. ISBN: 1591984335

Película:

Jonze, S. (2009) Where the Wild Things Are, (author of the book Maurice Sendack). Produced by Warner

Bros. Pictures.

Evaluación:

Escala: A = 100 -90% B = 89-80% F = 59% ó menos



C= 79-70% D = 69-60%

Descripción de la evaluación y asignaciones: Anejo B

Requisitos para el curso del Componente Académico, ECED 442: 200 puntos

1. Asistencia a los talleres del curso y otros talleres recomendados. Puntos adicionales se pueden dar por talleres recomendados.

50

2. Participación y preparación para actividades del curso. 50

3. Actividades /asignaciones por taller. 15 puntos por taller = 75

4. Actividades en el Laboratorio de Idiomas / o ejercicios asignados de idioma (20 horas o más). Presentar forma como prueba de este cumplimiento.

25

• Mantener todo los documentos organizados en un carpeta (portafolio).

• El profesor puede deducir puntos por asignaciones y participación cuando el

estudiante no esté cumpliendo con la asistencia (tarde/ ausente).

Laboratorio de Language:

• En adición a la asistencia mandataria al salón de clase y participación durante la

misma, el estudiante deberá cumplir veinte (20) horas de ejercicio en el laboratorio de

idiomas. A través de los cinco talleres el estudiante deberá recopilar evidencia de su

trabajo para ser entregada al facilitador en el quinto taller. El facilitador determinara

la distribución de horas entre ambos idiomas – inglés y español – de acuerdo a las

necesidades individuales de cada estudiante. El estudiante deberá completar sus

horas físicamente en el laboratorio de idiomas – en cada centro – o desde su

casa/trabajo a través del programa “Tell Me More”.



Descripción de las Normas del Curso:

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®”

del Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será

facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada

taller deberá ser conducido enteramente en el lenguaje especificado. Los lenguajes

serán alternados en cada taller para asegurar que el curso se ofrece 50% en inglés y

50% en español. Para mantener un balance, el módulo debe especificar que se

utilizarán ambos idiomas en el quinto taller, dividiendo el tiempo y las actividades

equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en hacer una

pregunta en el idioma especificado, bien puede escoger el idioma de preferencia para

hacer la pregunta. Sin embargo, el facilitador deberá contestar la misma en el idioma

designado para ese taller. Esto deberá ser una excepción a las reglas pues es

importante que los estudiantes utilicen el idioma designado. Esto no aplica a los

cursos de lenguaje que deben ser desarrollados en el idioma propio todo en inglés o

todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se

preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio

de diez (10) horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller

deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la

ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de



ser necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante

reponer el trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada.

El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes

opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la

nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos

por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee una

excusa válida y verificable, el facilitador determinará una actividad equivalente a

evaluar que sustituya la misma. Esta actividad deberá incluir el mismo contenido y

componentes del lenguaje como la presentación oral o actividad a ser repuesta.

6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado.

Se debe entender que todo trabajo sometido esta citado apropiadamente o

parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor de su

propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de otro será

calificado con cero.



8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y

entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su

correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el salón

de clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento

que rigen al SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el

módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá

utilizar para la búsqueda de la información deseada. Entre ellas están:

• www.google.com

• www.ask.com

• www.pregunta.com

• www.findarticles.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

• http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

• http://www.chegg.com/ (alquiler)



• http://www.bookswim.com/ (alquiler)

• http://www.allbookstores.com/ (compra)

• http://www.alibris.com/ (compra)

Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de

ser necesario.

Nota: Del facilitador o el estudiante requerir o desear una investigación o la administración

de cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de

Cumplimiento y solicitar su autorización. Para acceder a los formularios de la Oficina de

Cumplimiento pueden visitar este enlace

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que

necesite.

Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para la

certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board, Health

Information Portability Accounting Act (HIPAA), y Responsibility Conduct for Research

Act (RCR).

De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366



Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y Metodología Educativa:

Este curso está basado en la teoría educativa del Constructivismo. Constructivismo

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de

nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el

que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente

el proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias.

Como facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar

un nuevo entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias

de enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a analizar,

interpretar y predecir información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el

contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos

primarios, no en hechos aislados.



3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan

para percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no

sólo memorizar las contestaciones “correctas” y repetir el significado de otra persona.

Como la educación es intrínsicamente interdisciplinaria, la única forma válida para

asegurar el aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando

que el mismo provea a los estudiantes con la información sobre la calidad de su

aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples

perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



STUDY GUIDE

Course Title: Practice Seminar in Early Childhood and Primary Education

Code: ECED 442

Time Length: During the internship practicum, length of 10 weeks, 5 workshops.

Concurrent with ECED 443 (Internship course)

Prerequisite: Complete all education and English courses. Take the course during their

senior year.

Description:

ECED 442: In this course, students will be involved in discussions, analysis and evaluations

pertaining to the responsibilities and situations arising in Early Childhood Education and

Primary levels student teaching practice. It is designed to enrich and complement the day-to-

day practicum experience. It should be taken during the fourth year of study and concurrent

with ECED 443.

General Objectives:

1. The student will assume a professional attitude when expressing ideas or experiences

about the educational setting.

2. The student will assume the responsibilities of being prepared for the instruction of

pre-school / primary education.

3. The student will demonstrate a level of professionalism when plannning and making

appropriate decisions in the school setting.

4. The student will reflect on the best educational practices appropriate for the diversity

of the students.

5. The student will take a leadership position when making decisions or giving

suggestions in the school setting.

6. The student will act in professional manner when dealing with problems in the school

setting.

7. The student will value the educational practice in order to improve and develop

his/her preparation as a future teacher.



Text:


K.Wong Publications, Inc. ISBN: 978-0-9764233-1-7,

Electronic Resources / e-book: http://legacy.netlibrary.com/titleselect/index.asp


Teacher? : Expert Classroom Strategies. London, New York: Routledge. e-book

format, ISBN 9780203189931, Net Library.


Learner-centered Strategic Learning. Taylor & Francis Routledge. e-book format,


Recommended Resources:


Allen, M. (2007). Early Childhood Centers (1st ed.) New York: Creative Teaching Press Inc.

ISBN: 1591984335.

Movie:


Bros. Pictures.

Evaluation:

Scale: A = 100 -90% B = 89-80% F = 59% or below

C= 79-70% D = 69-60%

Evaluation and Assignment Description - Appendix B



The student teacher will be evaluated based on requirements completed in ECED 442: 200 pts.

1. Attendance to all course workshops. Additional recommended workshops may

be offered (extra points may be given).

50

2. Participation and preparation for course

activities and presentations.

50

3. Workshop Assignments 15 points per workshop = 75

4. Language Lab Activities: (20 + hours) Computer Language Lab Hours Form

25

• Organize assignments in a binder (portfolio).

• Professor may deduct points from weekly assignments if student is late or absent.

Assignments, presentations, etc. are necessary for the enhancement of the practicum

experience.

Language Lab:

In addition to the mandatory attendance and class participation the student will complete

twenty (20) hours of language laboratory. Throughout each week the student will keep

evidence of his/her work to turn in on the fifth workshop. The facilitator will determine the

distribution of hours among the two languages – English and Spanish – according to the

individual needs of each student. The student can complete the laboratory requirements

either physically at the centers – language laboratories – or at home/work through the web-

based program “Tell Me More.”



Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a Dual

Language Professional. Workshops will be facilitated in English and Spanish, strictly

using the 50/50 model. This means that each workshop will be conducted entirely in the

language specified. The language used in the workshops will alternate to insure that 50%

of the course will be conducted in English and 50% in Spanish. To maintain this balance,

the course module may specify that both languages will be used during the fifth

workshop, dividing that workshop’s time and activities between the two languages. If

students have difficulty with asking a question in the target language in which the activity

is being conducted, students may choose to use their preferred language for that particular

question. However, the facilitator must answer in the language assigned for that particular

day. This should only be an exception as it is important for students to use the assigned

language. The 50/50 model does not apply to language courses where the delivery of

instruction must be conducted in the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare in

advance for each workshop according to the course module. Each workshop requires an

average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a workshop

must present the facilitator a reasonable excuse. The facilitator will evaluate if the

absence is justified and decide how the student will make up the missing work, if

applicable. The facilitator will decide on the following: allow the student to make up the



work, or allow the student to make up the work and assign extra work to compensate for

the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late assignments

and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the following

options:

a. If a student misses two workshops, the facilitator may lower one grade based on

the students existing grade.

b. If the student misses three workshops, the facilitator may lower two grades based

on the students existing grade.

5. Student attendance and participation in oral presentations and special class activities are

extremely important as it is not possible to assure that they can be made up. If the student

provides a valid and verifiable excuse, the facilitator may determine a substitute

evaluation activity if he/she understands that an equivalent activity is possible. This

activity must include the same content and language components as the oral presentation

or special activity that was missed.

6. In cooperative activities the group will be assessed for their final work. However, each

member will have to collaborate to assure the success of the group and the assessment

will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted or

paraphrased material must be properly cited, with credit given to its author or publisher.



It should be noted that plagiarized writings are easily detectable and students should not

risk losing credit for material that is clearly not their own.

8. If the Facilitator makes changes to the study guide, such changes should be discussed

with and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email

address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it

must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to the

classrooms.

12. All students are subject to the policies regarding behavior in the university community

established by the institution and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, do not stop

your investigation. There are many search engines and other links you can use to search for

information. These are some examples:

• www.google.com

• www.ask.com








• www.google.com

• www.ask.com







To buy or rent new or used textbooks or references you can visit:

• http://www.chegg.com/ (rent)

• http://www.bookswim.com/ (rent)

• http://www.allbookstores.com/ (buy)

• http://www.alibris.com/ (buy)


The facilitator may make changes or add additional web resources if deemed necessary.

Note: If the facilitator or the student is required or wants to perform a research or needs to

administer a questionnaire or an interview, he/she will need to refer to the norms and

procedures of the Institutional Review Board Office (IRB) and ask for authorization. To

access the forms from the IRB Office or for additional information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this website the student/facilitator will find instructions for several online

certifications related to IRB processes. These certifications include: IRB Institutional



Review Board, Health Information Portability Accounting Act (HIPAA), y Responsibility

Conduct for Research Act (RCR).

If you have any question, please contact the following Institutional Coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism is a

philosophy of learning founded on the premise that, by reflecting on our experiences, we

construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense

of our experiences. Learning, therefore, is simply the process of adjusting our mental models

to accommodate new experiences. As teachers, our focus is on making connections between

facts and fostering new understanding in students. We will also attempt to tailor our teaching

strategies to student responses and encourage students to analyze, interpret and predict

information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues around

which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be understood in

the context of wholes. Therefore, the learning process focuses on primary concepts, not

isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not just

memorize the "right" answers and regurgitate someone else's meaning. Since education is

inherently interdisciplinary, the only valuable way to measure learning is to make the

assessment part of the learning process, ensuring it provides students with information on

the quality of their learning.



5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives of

the world.

7. Learning should be internally controlled and mediated by the learner.



Workshop One

Specific Objectives:

1. Identify the professional attitude of an educator.

2. Identify the responsibilities of a prekindergarten / primary teacher.

3. Research Voluntary Prekindergarten Education Standards.

4. Apply strategies for teaching standards and benchmarks.

5. Express and share ideas/experiences encounter in the school setting.

6. Review competencies/skills from the Pre-K – 3rd. Test Guide

Language Objectives:

1. The DLP will be able to develop strategies after analyzing

literature pertaining to early childhood.

2. The DLP will be able to analyze and write a document related to

early childhood using correct spelling and grammar.

3. The DLP will be able to communicate effectively in meetings pertaining to early

childhood education.

Electronic Links (URLs):

Florida Department of Education Office of Early Learning

2008 Voluntary Prekindergarten (VPK) Education Standards

http://www.fldoe.org/earlylearning/pdf/vpkedstandard.pdf

Florida’s Voluntary Prekindergarten Education Program

http://www.flvpkonline.org/teachertoolkit/

http://www.flvpkonline.org/teachertoolkit/index2.htm

http://www.floridajobs.org/earlylearning/VPK%20Program.html



Orange County Public Schools, FL / VPK & Kindergarten Programs

https://www.ocps.net/cs/services/cs/currareas/earlychild/Pages/default.aspx

https://www.ocps.net/cs/services/cs/currareas/earlychild/Documents/WelcometoK2010.pdf

FL VPK Standards and Next Generation Sunshine State Standards


http://www.floridastandards.org/Standards/FLStandardSearch.aspx

Certification and FTCE test guide /download study guide

http://www.fldoe.org/asp/ftce/pdf/53PreK-3.pdf

http://www.fl.nesinc.com/FL_testprep.asp

http://www.ftceexampracticetests.com/prek-3.htm

Assignments before Workshop One:

1. Read the recommended URL’s, books and reference materials. Pay attention to the

rubrics in the Appendix section, they will be used to assess your knowledge.

2. Complete the graphic organizer per workshop.

Workshop 1 – Do: I. Physical Health & II. Approaches to Learning

Appendix C Voluntary Prekindergarten (VPK) Education Standards

See: http://www.fldoe.org/earlylearning/pdf/vpkedstandard.pdf

3. Preview classroom procedures: http://www.proteacher.com/030000.shtml

4. Preview the Florida Teacher Certification Examination: Test Information Guide for

Prekindergarten/Primary PK -3 (download or print). Read and get familiar with

competencies and skills (Appendix A).



http://www.collier.k12.fl.us/hr/certification/studyguides/Pre-

Kindergarten%20Primary%20PK-3.pdf

5. Students should study this guide and other test practice books to prepare for the Pre-

K- 3rd. FTCE test.

Activities during Workshop One:

1. The facilitator will participate in an ice-breaking activity to begin the seminar.

2. The facilitator will go over the Voluntary Prekindergarten (VPK) Education Standards

with the students, the facilitator will discuss some of the standards/benchmarks and

activities.

3. The facilitator will present possible classroom scenarios. Students will share their ideas

on how to handle these procedures.

Examples of what teachers must plan ahead before the school year begins:

Walking in Line Ways to Quiet the Classroom Attention Signals &

Quiet Signals

Attention Signals – Getting

Class Attention

Attention Getters Bathroom Hall Pass

Restroom Breaks

Policies/Procedures

Homework Collecting assignments/

office paperwork

Sharpening Pencils & Lost

Pencil Procedures

Student Birthdays (ok with

student’s religion)?

Dismissal Procedures



4. The facilitator and students will preview the Florida Teacher Certification Examination:

Test Information Guide for Prekindergarten/Primary PK -3 (website above). The

facilitator may review some of the questions in the test guide or use another test

preparation guide and practice sample questions.

Competencies may be divided by workshop to discuss and see what each one entails and

review possible sample test questions. Appendix A

Assessment

Professor may post some questions on chart paper or on the board to review key concepts

(based on objectives or topics addressed in today’s course). Students may respond orally

or in written format to these questions.

Important / Computer Language Lab Hours / or practice at home.

(The student should have more practice in the targeted language (second language).

In addition to the mandatory attendance and class participation the student shall

complete twenty (20) hours of language laboratory.

During each week the student shall keep evidence of his/her work in order to turn in

during the fifth workshop. The facilitator will determine the distribution of hours

among the two languages – English and Spanish – according to the individual needs of

each student. The student can complete the laboratory requirements either at

the university – language laboratories – or at home.

Recommended programs:

Tell Me More, ELLIS, Rosetta Stone and the website collection available through the

language lab. Please speak to the language lab facilitator for more information. See the



the sample Appendix E form to keep track of hours completed.



Taller Dos

Objetivos Específicos:

1. Explicará la importancia de la preparación/organización como maestro/a.

2. Desarrollará estrategias de cómo planear y tomar decisiones apropiadas en el

ambiente escolar.

3. Discutir los estándares de pre-kinder (VPK) sobre el desarrollo social/emocional.

4. Discutir los estándares de pre-kinder (VPK) sobre el idioma y el nivel

de comunicación oral.

5. Continuar repasando preguntas del examen estatal de Pre-K – 3rd (competencias).

Objetivos del Lenguaje:

1. Leerá y entender las competencias y habilidades que un maestro debe conocer.

2. Escribirá ideas de enseñanza apropiadas para la instrucción de niños pequeños.

3. Se comunicará profesionalmente a través de su participación en los talleres.

Enlaces Electrónicos:

FTCE- información sobre el examen estatal.

http://www.studyguidezone.com/ftcetest.htm

http://www.testprepreview.com/ftce_practice.htm

Sample lesson plans for Pre-K – 3rd.

http://www.fldoe.org/earlylearning/plans.asp

Recursos para preparacion como maestro/ra.

http://www.teachervision.fen.com/classroom-management/teaching-methods/6429.html

http://www.kimskorner4teachertalk.com/classmanagement/organizingtips/menu.html



Asignaciones antes del Taller Dos:

1. Completar la gráfica organizadora (puede escribirla en inglés, pero explicarla en español

durante las discusiones en la clase).

Taller 2 - No. III. Social & IV. Lenguaje (Anejo C).

Voluntary Prekindergarten (VPK) Education Standards


2. Buscar información de cómo organizarse como maestro(a) en el salón de clase.

Actividades durante el Taller Dos:

1. Analizar el nivel social/emocional del desarrollo de los niños de grados primarios.

¿Como podemos fortalecer su autoestima?

2. Analizar el nivel del desarrollo del lenguaje y comunicación. ¿Que actividades podemos

hacer para enriquecer el vocabulario)?

3. Hacer una presentación de varias maneras de cómo organizarse como maestro/a.

Ejemplos: Escritorio del maestro/estudiantes, información para el maestro substituto,

materiales para el estudiante, libro de notas/grados, horarios, correspondencia, formas,

exámenes, y otros procedimientos.

4. Repasar preguntas del examen FTCE y secciones de las competencias, Anejo A.

5. Resumen de la clase y discusiones de los temas sobre la práctica en las escuelas.

Avalúo

Hacer dos equipos de estudiantes. Cada grupo desarrollara varias preguntas sobre lo que se

discutió en clase, cada grupo responderá a estas preguntas.

El facilitador aclara preguntas o respuestas que necesiten más detalle.

------------------------------------------------------------------------------------------------



Laboratorio / Práctica del idioma.

• (La práctica del idioma debe ser en el idioma que el estudiante tenga más necesidad de

aprender).

• En adición a la asistencia mandataria al salón de clase y participación durante la misma,

el estudiante deberá cumplir veinte (20) horas de ejercicio en el laboratorio de idiomas.

A través de los cinco talleres el estudiante deberá recopilar evidencia de su trabajo para

ser entregada al facilitador en el quinto taller.

• El facilitador determinará la distribución de horas entre ambos idiomas – inglés o español

– de acuerdo a las necesidades individuales de cada estudiante. El estudiante deberá

hacer por lo menos algunas horas físicamente en el laboratorio de idiomas o desde su

casa / trabajo a través del programa “Tell Me More”, ELLIS, enlaces electrónicos etc.

Por favor, hablar con la encargada del laboratorio para más información.

Ver la hoja de anejo como ejemplo para anotar estas horas.



Workshop Three


1. Discuss ways of dealing with students with diverse backgrounds.

2. Discuss ESOL strategies to meet the needs of language diversity.

3. Discuss standards and benchmarks for grades kinder through third grade.

4. Discuss issues and address situations from the practicum experience.

5. Learn about differentiated curriculum.


1. Read about strategies to address with diverse populations.

2. Write an example from a standard and benchmark lesson.

3. Discuss current experiences in the classroom.


Diversity in learners and differentiated curriculum

http://www.readingrockets.org/article/263

http://webster.frsd.k12.nj.us/rfmslibrarylab/di/differentiated_instruction.htm

http://www.fldoe.org/asp/ftce/pdf/53PreK-3.pdf # 7

Next Generation Sunshine State Standards


FTCE Test

http://www.fl.nesinc.com/index.asp

Assignments before the Workshop Three:

1. Review the website of the Next Generation Sunshine State Standards:



Students should share a lesson they researched and possible resources

to use that were given in the website. Follow this lesson example:

Example: Next Generation Sunshine State Standards

• Subject Area: Mathematics

• Grade Level: Grade 1

• Supporting Idea/Big Idea: Big Idea 1

• Benchmark: MA.1.A.1.1

• Related Resources:

2. Complete the graphic organizer per workshops, Appendix C

Do: V. Emergent Literacy & VI. Mathematical and Scientific Thinking



3. Read about differentiated curriculum. What is it?

4. Study the ESOL standards and how to apply to them to diverse language learners or

English Language Learners (ELLs) and think how they can be used with a

variety of other learners.

Activities during Workshop Three:

1. The facilitator and students will address Competency & skills Number 7, students with

diverse backgrounds.

• No. 7 Knowledge of the diverse needs of all children and their families.



• Look at the skills under competency number seven (Appendix A) and discuss how to deal

with a variety of diverse needs of student and families.

2. The facilitator and students will discuss some of the ESOL Standards and strategies to

utilize with diverse language learners. Some strategies can be applied to all sort of

learners via differentiated curriculum.

3. The students will describe how to use a differentiated curriculum for a variety of learners.

The facilitator may provide feedback, if needed.

4. After looking at the website on the Next Generation Sunshine State Standards K – 3rd,

students will share the lesson examples they researched and possible Related

Resources given in the website.

5. The students will discuss experiences, problem-solving skills encountered in the

practicum experience.

Assessment: Facilitator may post other questions or an activity.

1. What did you learn in class today?

2. List some new ideas you will apply to your teaching strategies.



Taller Cuatro


1. Presentar ideas de cómo ser un mejor líder al presentar o recomendar sugerencias en

el ambiente escolar (tomar iniciativa como educador).


escolar.

3. Presentarse y dialogar como un educador profesional en el ambiente educativo.

4. Discutir la importancia de la enseñanza de la lectura y como organizar los niños por

niveles en grupos pequeños.


1. Leer sobre come ser un mejor líder en el ambiente escolar.

2. Escribir sus asignaciones usando un vocabulario con terminología educativa.

3. Expresar ideas como organizar grupos pequeños para la lectura.


Liderazgo como maestro/a


http://lsc-net.terc.edu/do.cfm/paper/8120/show/use_set-careers/page-3

Agrupar por habilidades para las lecciones de lectura y otros temas

http://www.fcrr.org/assessment/pdf/smallgroupalternativelessonstructures.pdf

http://faculty.tamu-commerce.edu/jthompson/Resources/KTRASmallGroupR&W.pdf

http://www.internet4classrooms.com/kindergarten_classroom_org.htm



Asignaciones antes del Taller Cuatro:

1. Escribir un plan de como ser un mejor líder y presentar o recomendar ideas / sugerencias

en el ambiente escolar.

¿Cómo se deben presentar ideas / sugerencias?

El orden que debe seguir para dar ideas / sugerencias en el sistema escolar.



Taller 4 - VII. Estudios Sociales & VIII. Desarrollo del motor grueso/fino

Anejo C Voluntary Prekindergarten (VPK) Education Standards


1. Revisar Competencia numero 10 de lectura y Competencia , Anejo A

2. Leer sobre estrategias para la ensenanza de la lectura y grupos pequeños.

Competencia No. 10: Conocimiento de instrucción de la lectura.

3. Escribir ideas de actividades para organizar la clase entre grupos pequeños.

Competencia No. 10 : Conocimiento de instrucción de la lectura.

Actividades durante el Taller Cuatro:

1. Discutir el plan de cómo ser un mejor líder y presentar ideas o sugerencias en el sistema

escolar.

2. Discutir la importancia de los estudios sociales y el desarrollo del motor grueso/fino.

3. Dividir la clase para presentaciones sobre la enseñanza de la lectura y como organizar

grupos pequeños por niveles.

4. Hacer una presentación de nuevas enseñanzas aprendidas durante la experiencia de la

Práctica.



5. Discutir otros temas presentados durante la práctica.

Avalúo:

Los estudiantes prepararán un resumen escrito de lo que aprendieron en este taller y durante

sus experiencias en el salón de clase.



Workshop Five / Taller Cinco

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea

y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student should use

the language assigned for each homework

and activity.


1. The student will share the most significant educational experiences from the

practice.

2. Discuss in small groups the following competencies if they have not been

discussed earlier in the course. Appendix A

No. 1: Knowledge of child growth and development

No. 2: Knowledge of foundations of early childhood (Pre-K–3) education

No. 3: Knowledge of research, standards, and trends

3. Discuss Competency No. 8 Knowledge of diagnosis, assessment, and evaluation.

4. Analyze the following Competencies Pre- kinder – 3rd, Appendix A

No. 11: Knowledge of mathematics content and instruction

No. 12: Knowledge of science content and instruction

No. 13: Knowledge of social studies content and instruction

5. Discuss the importance of teaching creativity and reading for enjoyment.




1. Read and identify significant educational experiences.

2. Write a summary about their practicum experience.

3. Communicate effectively using educational terminology.


Where the Wild Things Are (2009 movie)

http://www.imdb.com/title/tt0386117/

Assignments before Workshop Five:

1. The students will organize and prepare all material to be submitted for the final

internship requirements.

2. Where the Wild Things Are – this book and movie can be used to teach many skills

in reading. The facilitator may use any other title (s) as applicable. Students may

rent the movie and watch it and read the book. Research and make a list of skills,

vocabulary and comprehension questions, etc., that can be used with the movie or the

book. Classic books can be used to address adventure, curiosity, and a desire for

reading and learning about new subjects.

3. Study the competencies listed in the objectives section and be ready for discussion.

4. Research and bring information – on the remaining competencies to do a group

activity in class.

Assignments during the workshop.

1. The students will be divided into groups to discuss the competencies 1-3 and11-13.

2. The facilitator may divide the class in small groups to discuss the remaining



competencies (if they have not been covered). Students may use a PowerPoint

presentation, chart paper, graphic organizer, etc. to review these competencies.

The remaining competencies may be the following: Appendix A

4- Knowledge of effective practices

5- Knowledge of issues with and strategies for family and community involvement

6- Knowledge of developmentally appropriate curricula

9- Knowledge of child guidance and classroom behavioral management

3. The students will share activities that can be done by using classical books or

movies to improve reading, learning, building curiosity in children, etc.

5. The students will discuss experiences from the field, comments, concerns,

suggestions in Spanish.

Assessment

1. The student completes a SUAGM course evaluation.

2. In groups, make a graphic organizer summarizing the highlights of this course.

3. Share the findings and recommendations.



Anejos / Appendixes



Anejo A /Appendix A

FL Department of Education

Prekindergarten/Primary PK- 3 Competencies Section 53


FTCE Test Information Guide PreK /Primary PK-3

http://www.collier.k12.fl.us/hr/certification/studyguides/Pre-Kindergarten%20Primary%20PK-3.pdf

1. Knowledge of child growth and development

1. Demonstrate knowledge of the major effects of genetics, health, nutrition, public policy, environment, and economics on child development.

2. Identify the sequence of development and the milestones (e.g., social-emotional, cognitive, language, physical) for the typically developing child.

3. Identify atypical development (e.g., social-emotional, cognitive, language, physical).

4. Choose strategies for designing and implementing instructional practices to support typically and atypically developing young children.

5. Identify the influences of substance abuse, physical abuse, and emotional distress on child development.

6. Recognize ways in which children's early experiences and culturally transmitted knowledge contribute to individual differences in development and learning.

7. Identify the influence of scientific research on theories of cognitive and social development, the principles of how children.

2. Knowledge of foundations of early childhood (PreK–3) education

1. Identify theorists, theories, and benchmarks in the fields of early childhood education and their implications for the classroom teacher of young children.

2. Identify curriculum models of early childhood and elementary education programs in a variety of settings.

3. Identify the impact of federal and state laws on education in the classroom (e.g., English for Speakers of Other Languages, Individuals with Disabilities Education Improvement Act).



3. Knowledge of research, standards, and trends

1. Identify professional organizations, Web sites, and scholarly journals in the field of early childhood and elementary education.

2. Interpret standards set by early childhood and elementary education professional organizations (e.g., National Association for the Education of Young Children, Association for Childhood Education International, National Council of Teachers of Mathematics, Southern Early Childhood Association).

3. Demonstrate knowledge of current issues, trends, and educational innovations and legislation relating to the field of early childhood (PreK–3) education.

4. Analyze ethical behavior and professional responsibilities as they relate to young children, families, colleagues, and the community.

4. Knowledge of effective practices

1. Identify developmentally appropriate practices that guide effective instruction.

2. Identify the components of effective organization and management, such as classroom rituals, routines, and schedules.

3. Identify ways to organize furniture, equipment, materials, and other resources in an indoor or outdoor environment in order to support early childhood curricula and the development of the whole child.

4. Identify the components of and techniques for creating a print-rich environment (e.g., classroom libraries, labeled objects, student work displayed, word walls) reflecting diverse cultures and the impact of such an environment on classroom instruction.

5. Identify strategies for short- and long-term planning to set instructional goals in alignment with standards for developing teacher objectives.

6. Identify strategies for designing appropriate objectives and developing and implementing lesson plans.

7. Identify activities that enrich and extend active learning through the selection and use of developmentally and age-appropriate instructional materials.

8. Identify a variety of methods of flexibly grouping children for the purposes of instruction.

9. Identify characteristics of an integrated curriculum.

10. Identify characteristics of play as it relates to children's social, emotional, and cognitive development.



11. Identify methods of observing, facilitating, and extending children's play to practice newly acquired competencies through problem solving, imitation, persistence, and creativity.

12. Identify strategies for building and nurturing trusting relationships with students.

5. Knowledge of issues with and strategies for family and community involvement

1. Apply strategies for encouraging and facilitating family and community partnerships in all phases of school programs.

2. Identify contemporary family systems and how to provide for families' needs.

6. Knowledge of developmentally appropriate curricula

1. Identify the implications of teacher read alouds and how they directly relate to the academic success of children at all grade levels.

2. Select developmentally appropriate curricula that provide for all areas of child development (i.e., physical, emotional, social, linguistic, aesthetic, cognitive).

3. Identify instructional methods and strategies (e.g., summarizing, monitoring comprehension, question answering, question gathering, use of graphic and semantic organizers, recognizing story structure, use of multiple strategy instruction) for facilitating students' reading comprehension across the curriculum.

4. Identify strategies for facilitating the development of literal, interpretive, and critical listening and thinking skills.

5. Identify activities that support the development of both fine and gross motor skills.

6. Demonstrate knowledge of strategies, including the use of technology, for presenting instruction, processes, and concepts related to health, safety, and nutrition.

7. Demonstrate knowledge of strategies and processes, including the use of technology, for presenting visual arts, music, drama, and dance.

8. Demonstrate knowledge of strategies for using technology in developmentally appropriate ways to teach reading, mathematics, science, and social studies.

7. Knowledge of the diverse needs of all children and their families

1. Identify strategies to adapt curricula for children with diverse needs.

2. Identify characteristics of children with diverse needs.

3. Select resources and procedures that support children with diverse needs and their families.

4. Identify programs, curricula, and activities that provide for the language needs of children and their families with limited English proficiency.

5. Identify characteristics of children at risk for school failure and select appropriate intervention strategies for these children.



6. Identify major trends in the education of children with exceptionalities and the application of such trends in an early childhood setting.

7. Identify strategies for working with children who are in foster care and children who are migrant, abandoned, or homeless.

8. Identify strategies for accessing health information to monitor children's medical needs, including medications for allergies and other health impairments.

8. Knowledge of diagnosis, assessment, and evaluation

1. Select developmentally appropriate, reliable, and valid formal and informal screening, progress monitoring, and diagnostic instruments and procedures that measure specific characteristics.

2. Identify procedures for accurately establishing, maintaining, and using formal and informal student records.

3. Interpret formal and informal assessment data to make instructional decisions about the educational needs of children.

4. Identify procedures for appropriately using portfolio assessment to plan instruction that better extends the child's level of learning and interest.

5. Identify procedures and legal requirements that provide for appropriate and effective family conferences or home visits, in accordance with due process and confidentiality, regarding the assessment, education, growth, and development of children.

9. Knowledge of child guidance and classroom behavioral management

1. Identify developmentally appropriate components of a positive and effective classroom behavioral management plan.

2. Apply developmentally appropriate positive strategies for guiding children's behavior and responding to challenging behaviors.

3. Identify learning opportunities for promoting children's positive self-concept, self-esteem, and prosocial and social-emotional development through interaction with peers and familiar adults.

4. Identify developmentally appropriate conflict resolution strategies and guidelines for implementation.

5. Identify appropriate strategies for teaching character development to young children.

6. Identify the roles of early childhood professionals in collaboration with other professionals in helping children and their families cope with stressors.

10. Knowledge of literacy instruction

1. Identify the content of emergent literacy (e.g., oral language development, phonological awareness, alphabet knowledge, concepts of print, motivation, text structures, written language development).

2. Identify common emergent literacy difficulties and strategies for prevention and intervention.

3. Demonstrate knowledge of various approaches for developing prereading and early literacy skills (e.g., oral language and listening, phonological awareness, alphabet



knowledge, background knowledge, print concepts).

4. Select literature from a variety of narrative and expository text that builds language skills and concept development.

5. Identify the processes, skills, and phases of word recognition (e.g., pre-alphabetic, partial- alphabetic, full-alphabetic, graphophonemic, morphemic, syntactic, semantic) that lead to decoding.

6. Identify the components of reading fluency (e.g., accuracy, automaticity, rate, prosody).

7. Identify instructional methods (e.g., practice with high-frequency words, timed readings) for developing reading fluency.

8. Identify developmentally appropriate writing strategies for developing print awareness concepts, including spelling and punctuation.

9. Identify instructional methods and strategies for increasing vocabulary acquisition (e.g., word analysis, choice of words, context clues, multiple exposures) across the curriculum.

10. Identify instructional methods for teaching essential comprehension skills (e.g., main idea, supporting details and facts, author's purpose, fact and opinion, point of view, inference, conclusion).

11. Evaluate appropriate classroom organizational formats (e.g., literature circles, small groups, individuals, workshops, reading centers, multiage groups) for specific instructional objectives.

12. Identify appropriate uses of multiple representations of information (e.g., charts, tables, graphs, pictures, print and nonprint media) for a variety of purposes.

13. Demonstrate knowledge of the developmental stages of writing (e.g., dictation, symbolic representation).

14. Demonstrate knowledge of the writing process (e.g., prewriting, editing, and publishing).

11. Knowledge of mathematics content and instruction

1. Analyze developmentally appropriate strategies for presenting concepts for mathematical proficiency, including understanding mathematical ideas and concepts, fluent computations, problem solving, and logical reasoning progressing from concrete to semiconcrete to abstract.

2. Apply teaching practices to strengthen children's problem solving and reasoning processes as well as their ability to represent, communicate, and connect mathematical ideas.

3. Identify strategies for integrating mathematics with other activities.

4. Identify developmentally appropriate mathematics concepts for the PreK–3 curriculum.

5. Demonstrate knowledge of skills and concepts related to number sense and operations (e.g., representations of numbers, use of estimation and operations to solve real-world problems).



6. Demonstrate knowledge of skills and concepts related to measurement, geometry, and spatial sense (e.g., geometric properties and relationships; use of skills and concepts involving measurement and geometry to solve real-world problems).

7. Demonstrate knowledge of skills and concepts related to algebraic thinking and data analysis (e.g., patterns and functional relationships; interpretations of tables, graphs, and equations that reflect real-world functional relationships; use of data to make predictions and draw conclusions).

12. Knowledge of science content and instruction

1. Analyze developmentally appropriate strategies for teaching the basic science processes (e.g., observing, classifying, qualifying, predicting, measuring).

2. Apply developmentally appropriate strategies for teaching the scientific method (e.g., forming a hypothesis, manipulating variables, interpreting results).

3. Identify strategies for teaching science as inquiry (e.g., asking questions, using senses to explore materials and natural phenomena, using simple tools for investigation, making comparisons between objects).

4. Identify developmentally appropriate science concepts for the PreK–3 curriculum.

5. Demonstrate knowledge of basic concepts in physical and Earth sciences (e.g., states and properties of matter, simple machines, properties and characteristics of sound and light, magnets, types of energy, geologic formations and how they were formed, types and characteristics of rocks, factors affecting weather, the water cycle).

6. Demonstrate knowledge of basic concepts of life sciences (e.g., characteristics of living and nonliving things, types of microorganisms, differences between plant and animal cells, renewable and nonrenewable resources, conservation methods).

13. Knowledge of social studies content and instruction

1. Analyze developmentally appropriate strategies for teaching social science concepts (e.g., citizenship, historical events, human interdependence).

2. Identify resources for teaching social science concepts.

3. Identify developmentally appropriate social studies concepts for the PreK–3 curriculum.

4. Demonstrate knowledge of basic concepts of government, citizenship, and economics (e.g., rights and responsibilities of U.S. citizens; federal, state, and local governments; economic interdependence).



Anejo B /Appendix B

Ana G. Méndez University System

Evaluation Criteria for ECED 442

Name of Student: _____________________________________ Date:_______

Internship Academic Component Points



50



50

3. Workshop Assignments

15 pts. per workshop = 75


25

5. Organize assignments in a binder. See # 2 above:

Part of preparation & organization for the course.

Professor may deduct points from weekly assignments if student is late or absent. Assignments, presentations, etc. are necessary for the enhancement of the practicum experience.

Points to be deducted if assignments are not turned in by due date, or if

student did not attend to class.

Total 200

Points: _________/ 200 ________% Grade: _______



Anejo C / Appendix C

FL Department of Education - 2008 Voluntary Prekindergarten (VPK) Education Standards Activity Complete the list of standards/benchmarks and give at least one example per area of an activity or skill to measure or observe these standards/benchmarks. I. Physical Health – Workshop 1 A. Physical Health A. 1 A. 2 A. 3 A. 4 Performs oral hygiene routine A. 5 Example –select one standard: A-4: Student is able to wash teeth appropriately after eating. A. Knowledge of Wellness

II. Approaches to Learning – Workshop 1 A. Eagerness and Curiosity A. 1 Shows eagerness and curiosity as a learner A.1 Student uses a magnifying glass to study the shapes and patterns on leaves. B. Persistence

C. Creativity and Inventiveness D. Planning and Reflection III. Social and Emotional Development – Workshop 2 A. Self-Concept B. Self-Control

C. Relationships with Adults D. Relationships with Peers E. Social Problem-Solving



IV. Language and Communication-(may list standards & an example of a benchmark). Wkshp. 2 A. Listening B. Speaking

C. Vocabulary D. Sentence and Structure E. Conversation V. Emergent Literacy - (may list standards and an example of a benchmark). Wkshp. 3 A.1 A.2 A.3 A.4 B. Emergent Writing

VI. Mathematical and Scientific Thinking- (select 1 or 2 stand. /benchmarks) Wkshp.. 3 A. Mathematical Thinking B. Scientific Thinking

VII. Social Studies and The Arts - (may select 1 or 2 stand. /benchmarks). Wkshp. 4 A. Social Studies B. The Arts

VIII. Motor Development Wkshp. 4 A. Gross Motor Development B. Fine Motor Development



Anejo D / Appendix D

Teachers of English for Speakers of Other Languages Performance Standards The ESOL teacher is able to: ( http://www.fldoe.org/aala/perstand.asp )

1. Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree.

2. Recognize the major differences and similarities among the different cultural groups in the United States.

3. Identify, expose, and reexamine cultural stereotypes relating to LEP/ELL and non-LEP/ELL students.

4. Use knowledge of the cultural characteristics of Florida's LEP/ELL population to enhance instruction.

5. Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes.

6. Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP/ELL students.

7. Locate and acquire relevant resources in ESOL methodologies. 8. Select and develop appropriate ESOL content according to student levels of

proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum.

9. Develop experiential and interactive literacy activities for LEP/ELL students, using current information on linguistic and cognitive processes.

10. Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax semantics, and discourse.

11. Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing.

12. Apply content-based ESOL approaches to instruction. 13. Evaluate, design and employ instructional methods and techniques appropriate to

learners’ socialization and communication needs, based on knowledge of language as a social phenomenon.

14. Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results.

15. Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels.

16. Design and implement effective unit plans and daily lesson plans, which meet the needs of ESOL students within the context of the regular classroom.

17. Evaluate, adapt and employ appropriate instructional materials, media, and technology for ESOL in the content areas at elementary, middle and high school levels.

18. Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students.

19. Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques.



20. Administer tests and interpret test results, applying basic measurement concepts. 21. Use formal and alternative methods of assessment/evaluation of LEP/ELL students,

including measurement of language, literacy and academic content metacognition. 22. Develop and implement strategies for using school, neighborhood, and home

resources in the ESOL curriculum. 23. Identify major attitudes of local target groups toward school, teachers, discipline, and

education in general that may lead to misinterpretation by school personnel; reduce cross-cultural barriers between students, parents, and the school setting.

24. Develop, implement, and evaluate instructional programs in ESOL, based on current trends in research and practice.

25. Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency.



Anejo E / Appendix E

Computer Language Lab Hours Form

(Language Lab may have other recommended forms).

Make copies as necessary.

Day Hours Programs:

Tell Me More

ELLIS

Rosetta Stone

Website Collection

Reflection or topics

completed.

Signature of Lab Facilitator

or Representative.

Total hours of practice:____________________________________________________ Professor and Language Lab Facilitator may request that the student attend the language lab for a percentage of time to focus on the targeted language skills and address weaknesses in the language. Some hours may be done at home as determined by professor or Lang. Lab Facilitator. Recommend Hrs. in the Lab.___ % Recommended ____ % Hrs. at Home Professor or Language Lab Facilitator comments/ recommendations: ____________________________________________________________________________________________________________________________________________________________



Anejo F / Appendix F

MONITORING LOG:

Directions: Complete the following project development log on a weekly basis: (Student

comments on the status of work or project and the professor provides feedback, monitors

assignments, redirects student to assignment, language lab, as needed).

Workshop 1 Workshop 2 Workshop 3 Workshop 4 Workshop 5

Actions

Accomplished

(3 points)

Difficulties

Found

(2 points)

Student’s

Signature

Facilitator’s

Feedback



Anejo G / Appendix G: PORTFOLIO Forms

PORTFOLIO INFORMATIONAL SHEET (Front cover)

Sistema Universitario Ana G. Méndez Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one:

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo

Check one:

� Undergraduate

� Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate


Prep. 05/2010. Tere Rodríguez, M.Ed.

Log of Entries / Portfolio Content

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Overall Portfolio Self-Assessment

Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. ______________________________________________________________ ______________________________________________________________ _____ 2. ______________________________________________________________ ______________________________________________________________ _____ 3. ______________________________________________________________ ______________________________________________________________ _____ 4. ______________________________________________________________ ______________________________________________________________ _____ 5. ______________________________________________________________ ______________________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: _________________________________________________________________ Strategies:

1. _______________________________________________________________________ 2. _______________________________________________________________________



Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make valid

judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student learning?

Does the portfolio include students’ self-evaluations and reflections on

what was learned?

Does the portfolio enable one to determine learning progress and current

level of learning?

Does the portfolio provide clear evidence of learning to users of the

portfolio?

Does the portfolio provide for student participation and responsibility?

Does the portfolio present entries in a well-organized and useful manner?

Does the portfolio include assessments based on clearly stated criteria of

successful performance?

Does the portfolio provide for greater interaction between instruction and

assessment?

Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson Education,

Inc.



ECED 442










Página/Page

Guia de Estudio ......................................................................................................................... 3

Study Guide ............................................................................................................................ 12

Workshop One ........................................................................................................................ 22

Taller Dos................................................................................................................................ 27

Workshop Three.................................................................................................................... 30

Taller Cuatro ........................................................................................................................... 33











GUIA DE ESTUDIO











escolar.




ambiente escolar.


estudiantes.


escolar.


escolar.


















Inc. ISBN: 1591984335

Película:


Bros. Pictures.

Evaluación:




C= 79-70% D = 69-60%




50




25












































opciones:


nota existente.

























de clases.






• www.google.com

• www.ask.com
















ser necesario.






necesite.




Act (RCR).




Tel. (787) 751-0178 Ext. 7196


Tel. (787) 766-1717 Ext. 6366




Tel. (787) 743-7979 Ext.4126


Tel. (787) 257-7373 Ext. 3936





que vivimos.
























aprendizaje.







STUDY GUIDE


Code: ECED 442




senior year.

Description:





with ECED 443.

General Objectives:








of the students.




setting.





Text:













ISBN: 1591984335.

Movie:


Bros. Pictures.

Evaluation:


C= 79-70% D = 69-60%







50



50



25




experience.

Language Lab:






































and make-up work.


options:




























classrooms.






• www.google.com

• www.ask.com








• www.google.com

• www.ask.com



























Tel. (787) 751-0178 Ext. 7196


Tel. (787) 766-1717 Ext. 6366


Tel. (787) 743-7979 Ext.4126


Tel. (787) 257-7373 Ext. 3936












information.






isolated facts.












the world.




Workshop One



















































K- 3rd. FTCE test.





activities.





Quiet Signals


Class Attention


Restroom Breaks

Policies/Procedures


office paperwork


Pencil Procedures












Assessment





















Taller Dos




ambiente escolar.






































Avalúo




------------------------------------------------------------------------------------------------





aprender).













Workshop Three


















FTCE Test













































Taller Cuatro





escolar.



































escolar.





Práctica.




Avalúo:









y actividad.




and activity.



practice.
































activity in class.

















Assessment






Anejos / Appendixes



Anejo A /Appendix A






















































































































Anejo B /Appendix B







50



50




25






Total 200

Points: _________/ 200 ________% Grade: _______




















































Day Hours Programs:

Tell Me More

ELLIS

Rosetta Stone

Website Collection


completed.


or Representative.





MONITORING LOG:





Actions

Accomplished

(3 points)

Difficulties

Found

(2 points)

Student’s

Signature

Facilitator’s

Feedback










Check one:

� Undergraduate

� Graduate

Concentration

Student’s Name


Portfolio rated as

Reason of this rate




Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10





1. _______________________________________________________________________ 2. _______________________________________________________________________






judgments?


setting?



what was learned?


level of learning?


portfolio?






assessment?


Inc.



ECED 442










Página/Page

Guia de Estudio ......................................................................................................................... 3

Study Guide ............................................................................................................................ 12

Workshop One ........................................................................................................................ 22

Taller Dos................................................................................................................................ 27

Workshop Three.................................................................................................................... 30

Taller Cuatro ........................................................................................................................... 33











GUIA DE ESTUDIO











escolar.




ambiente escolar.


estudiantes.


escolar.


escolar.


















Inc. ISBN: 1591984335

Película:


Bros. Pictures.

Evaluación:




C= 79-70% D = 69-60%




50




25












































opciones:


nota existente.

























de clases.






• www.google.com

• www.ask.com
















ser necesario.






necesite.




Act (RCR).




Tel. (787) 751-0178 Ext. 7196


Tel. (787) 766-1717 Ext. 6366




Tel. (787) 743-7979 Ext.4126


Tel. (787) 257-7373 Ext. 3936





que vivimos.
























aprendizaje.







STUDY GUIDE


Code: ECED 442




senior year.

Description:





with ECED 443.

General Objectives:








of the students.




setting.





Text:













ISBN: 1591984335.

Movie:


Bros. Pictures.

Evaluation:


C= 79-70% D = 69-60%







50



50



25




experience.

Language Lab:






































and make-up work.


options:




























classrooms.






• www.google.com

• www.ask.com








• www.google.com

• www.ask.com



























Tel. (787) 751-0178 Ext. 7196


Tel. (787) 766-1717 Ext. 6366


Tel. (787) 743-7979 Ext.4126


Tel. (787) 257-7373 Ext. 3936












information.






isolated facts.












the world.




Workshop One



















































K- 3rd. FTCE test.





activities.





Quiet Signals


Class Attention


Restroom Breaks

Policies/Procedures


office paperwork


Pencil Procedures












Assessment





















Taller Dos




ambiente escolar.






































Avalúo




------------------------------------------------------------------------------------------------





aprender).













Workshop Three


















FTCE Test













































Taller Cuatro





escolar.



































escolar.





Práctica.




Avalúo:









y actividad.




and activity.



practice.
































activity in class.

















Assessment






Anejos / Appendixes



Anejo A /Appendix A






















































































































Anejo B /Appendix B







50



50




25






Total 200

Points: _________/ 200 ________% Grade: _______




















































Day Hours Programs:

Tell Me More

ELLIS

Rosetta Stone

Website Collection


completed.


or Representative.





MONITORING LOG:





Actions

Accomplished

(3 points)

Difficulties

Found

(2 points)

Student’s

Signature

Facilitator’s

Feedback










Check one:

� Undergraduate

� Graduate

Concentration

Student’s Name


Portfolio rated as

Reason of this rate




Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10





1. _______________________________________________________________________ 2. _______________________________________________________________________






judgments?


setting?



what was learned?


level of learning?


portfolio?






assessment?


Inc.