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TSL 552 Full Course Assignments GCU
TSL 552 Topic 1 Slideshow on Literacy in Bilingual Settings
This assignment is intended to help students analyze key concepts and terminology related to literacy and biliteracy in P-12 bilingual settings while also exploring appropriate, effective techniques for embedding biliteracy into P-12 bilingual classrooms.
Create a 10-15 slide digital presentation on literacy
n bilingual settings in digital format (e.g., PowerPoint, Prezi) to be presented at a faculty meeting or to be shared with your mentor teacher. Your presentation should include the following:
- The definition of literacy
- Key terminology related to literacy in bilingual settings
- The effect of culture on literacy in bilingual settings
- The effect of related literacy domains, including reading, writing, listening, speaking, and language on bilingual settings
- At least four research-based strategies or techniques teachers can use to embed biliteracy into P-12 bilingual settings
Include title page, presenter’s notes, and a reference slide that contains three to five sources from the required readings or the GCU Library that support your ideas.
One scholarly reference could include an interview of your mentor teacher at a school in which you are involved.
Log the time that you spend interacting with your mentor teacher on your Clinical Field Experience Verification Form.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
TSL 552 Topic 2 Bilingual Programs Parent Newsletter
The purpose of this assignment is to analyze a bilingual instructional program in a community of interest. Through analysis of the program, the student will be able to differentiate between the program of interest and other bilingual education programs. The assignment will also allow the student to explore curricular and instructional methodologies for bilingual instruction.
Create a 500-750 word newsletter that could be sent home to students’ parents describing the curriculum, instruction, and other activities at a bilingual instruction program in your community. Your newsletter should include:
- An analysis and description of how the program supports and enhances biliteracy
- Specific and effective strategies
- Suggestions about how parents can foster progress toward biliteracy at home
Include 3-5 sources from your research to support your position.
One scholarly reference could include an interview of your mentor teacher regarding the bilingual education program at a school that you are involved with.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Document the hours and locations that you spend interacting with your mentor teacher on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.
TSL 552 Topic 3 Biliteracy Development Needs Assessment
The purpose of this assignment is to encourage students to analyze the needs of a single student in a bilingual setting. Through this analysis, students will be able to describe methods and strategies for biliteracy development, as well as articulate how to support the literacy needs of the individual student.
Complete the “Needs Assessment of Student” for a particular student in a bilingual setting to complete this assignment. Use a student from a school that you are involved with for your practicum/field experience. If it is not possible to work with a student in this capacity, choose an English language learner from the “Class Profile” document.
Include a 250-500 word rationale with your Needs Assessment that articulates specific methods and strategies that address the biliteracy needs of the selected student.
Include 3-5 sources from your research that support your rationale.
One reference could include an interview of your mentor teacher on the specific strategies that support ELL biliteracy development.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Document the hours and locations that you spend interacting with your mentor teacher on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.
TSL 552 Topic 4 Culturally Relevant Text Chart
The purpose of this assignment is to analyze and articulate the importance of using culturally relevant texts in multiple languages in the P-12 bilingual classroom. Through this analysis, the student will describe select content from texts, as well as strategies to incorporate the text into a standards-based literacy lesson.
Complete the “Culturally Relevant Texts Chart” for five texts of your choice, which includes:
- Title of text
- Author
- Language Used
- Appropriate Grade Level
- Summary
- Strategy
- Language Proficiency Standard
The chart will identify one specific instructional strategy you would use to teach each of the selected texts in a P-12 bilingual classroom. Each strategy should align with a language proficiency standard from your state.
In a 750-1,000 word essay, explain how you would incorporate each of these resources into your teaching.
Include 3-5 sources from your research that support your reasoning.
One reference could include an interview of your mentor teacher regarding bilingual education at a school you are involved with for your practicum/field experience. You may also talk to your mentor about your chart to elicit any feedback or suggestions.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Document the hours and locations that you spend interacting with your mentor teacher on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.
TSL 552 Topic 5 Benchmark Content Area Lesson Plan and Reflection
For this benchmark, develop a content area lesson plan to be used for an age group of English language learners (ELLs) of your choice. Be sure to specify the grade level for which your lesson is intended. The lesson should focus on a specific content area while also integrating biliteracy-related activities and materials. Content areas may include, but are not limited to, social studies, science, and math.
If it is possible, teach or co-teach the lesson to students in the clinical field experience setting. If it is not possible, present and teach the lesson plan to the classroom teacher and receive feedback on the lesson.
Use the SIOP lesson plan template, located on the College of Education site in the Student Success Center, to complete this assignment.
Select the content area and English language proficiency standards and objectives based on the needs of the specific age group of students that you have chosen.
The content area lesson plan should include the following:
- Knowledge and use of applicable language acquisition theories
- Appropriate scaffolding and modeling of grade-level content knowledge and academic language
- Appropriate content standards and English language proficiency standards
- Appropriate content objectives and language objectives
- Grade-level specific content and curriculum
- Use of activities, multicultural books, and materials that integrate listening, speaking, reading, and writing
- Use of various instruments and techniques to assess content-area learning for ELLs at varying levels of language and literacy development
Include a 500-750-word reflection outlining (1) the learning experience during the clinical field experience, (2) SEI strategies used during lesson plan implementation, (3) collaboration with the classroom teacher, and (4) reflection on the lesson’s efficacy with ELLs.
If you are unable to teach or co-teach the lesson to ELLs in a K-12 grade setting, reflect on (1) the learning experience during your clinical field experience, (2) feedback received from the mentor teacher on the lesson plan, (3) collaboration with the classroom teacher, and (4) reflection on the lesson’s potential efficacy with ELLs.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Document the hours and locations that you spend teaching or receiving feedback from a mentor teacher for this assignment on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.
TSL 552 Topic 6 Bilingual Assessment Chart
The goal of this assignment is to analyze approaches to assessing biliteracy in P-12 bilingual settings. The analysis will include an exploration of what, when, and how specific types of assessment can be used to enhance literacy learning in the bilingual classroom.
Complete the “Bilingual Assessment Chart.” Explain what each assessment could measure, when to use each assessment, and how to use each assessment in a P-12 bilingual classroom.
Include a reference page with at least 3-5 sources from your research that support your reasoning.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
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TSL 552 Full Course Assignments GCU
ACCT 553 DeVry, BIAM 500 DeVry, CIS 500 STR, CIS 558 STR, ENG 105 GCU, FIN 390 DeVry, FIN 504 GCU, HCA 545 GCU, HCA 699 GCU, HLT 306 GCU, HLT 362 GCU, HLT 555 GCU, HLT 610 GCU, HLT 665 GCU, HOSP 594 DeVry, HRM 600 DeVry, MAT 144 GCU, MGMT 600, MGT 599 STR, MGT 655 GCU, MKT 373 GCU, PSY 362 GCU, PSY 565 GCU, PSY 575 GCU, PSY 665 GCU, SOC 102 GCU, SOC 320 GCU, SOC 372 GCU, SOC 412 GCU, NSG 6440 SU, HIM 515 GCU, NSG 4029 SU, HIM 615 GCU, NSG 3029 SU, NSG 4055 SU, NSG 6630 SU, NSG 6005 SU, CRMJ 310, PSY 510 GCU, CRMJ 300 Devry, CRMJ 425, SPD 200 GCU, HLT 490 GCU ,ECH 340 GCU , ECH 440 GCU , ECH 355 GCU ,ECH 350 GCU ,LDR 461 GCU ,ECH 425 GCU ,REL 212 STR ,SCI 115 STR ,CIS 505 STR ,JUS 652 GCU, MGT 640 GCU, CIS 527 STR, SOC 436 GCU,ACC 502 GCU, FIN 504 GCU , MATH 260 DeVry ,ETHC 445 DeVry ,ECET 220 DeVry , CARD 405 DeVry, NETW 203 DeVry, NETW 205 DeVry, ECET 365 DeVry ,MATH 270 DeVry ,PHYS 310 DeVry, BIB 106 GCU ,CIS 512 STR ,SYM 506 GCU ,ECN 601 GCU ,BIAM 570 DeVry, PSY 402 GCU , SOC 480 GCU , BIAM 530 DeVry, DNP 810 GCU , DNP 820 GCU , DNP 825 GCU , ECN 450 GCU , DNP 830 GCU , LDR 804 GCU , MAT 105 GCU , ECS 501 GCU , ECS 555 GCU , TSL 552 GCU
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