portfolio reading iii a

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UNIVERSIDAD TCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA

EDUCACIN

CARRERA DE IDIOMASMODALIDAD PRESENCIAL

PORTFOLIOREADING III

Third Semester A

Student: NN

AMBATO - ECUADORSeptember 2012February 2013


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TABLE OF CONTENTS.

MISIN .................................................................................................................................. 3VISIN ................................................................................................................................... 3PERFIL DE EGRESO DE LICENCIATURA ....................................................................... 3CURRICULUM VITAE ........................................................................................................ 4COURSE OVERVIEW .......................................................................................................... 5STATEMENT OF PERSONAL LEARNING GOALS. ........................................................ 6INTEGRATED SKILLS II SYLLABUS ............................. Error! Bookmark not defined.Evidence for Element 1 ........................................................................................................ 10STUDENT SELF-REFLECTION ON EVIDENCE FOR ELEMENT 1 ............................ 11Evidence for Element 2 ........................................................................................................ 12STUDENT SELF-REFLECTION ON EVIDENCE FOR ELEMENT 2 ............................. 13Evidence for Element 3 ........................................................................................................ 14STUDENT SELF-REFLECTION ON EVIDENCE FOR ELEMENT 3 ............................. 15Evidence for Element 4 ........................................................................................................ 16STUDENT SELF-REFLECTION ON EVIDENCE FOR ELEMENT 4 ............................. 17Evidence for Element 5 ........................................................................................................ 18STUDENT SELF-REFLECTION ON EVIDENCE FOR ELEMENT 5 ............................. 19Peer interview before portfolio final assessment. ................................................................. 20Teacher interview for final portfolio assessment. ............................................................... 21RUBRIC TO ASSESS PORTFOLIO ................................................................................... 22


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FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACINCARRERA DE IDIOMAS

MISIN

Formar profesionales lderes competentes, con visin humanista y pensamiento crtico atravs de la Docencia, la Investigacin y la Vinculacin, que apliquen, promuevan ydifundan el conocimiento respondiendo a las necesidades del pas.

VISINLa Carrera de Idiomas de la Facultad de Ciencias Humanas y de la Educacin de laUniversidad Tcnica de Ambato por sus niveles de excelencia se constituir como uncentro de formacin superior con liderazgo y proyeccin nacional e internacional

PERFIL DE EGRESO DE LICENCIATURA

Al concluir el ciclo de licenciatura los estudiantes habrn desarrollado lacompetencia comunicativa a un nivel C1-C2 y adems demostrarn manejo competente demtodos y estrategias metodolgicas para la enseanza del idioma ingles, las mismas que sesujetan a las exigencias del Teaching Knowledge Test, (TKT), test de acreditacininternacional para la enseanza del ingls. Adems los egresados habrn fortalecido lassiguientes competencias:

Comprender el comportamiento social, intelectual y psicolgico del individuoenfocado en el mbito educativo.

Asesorar a docentes en las reas de lingstica, metodologa y tcnicas para eldesarrollo de programas, material didctico, investigacin de aula y diseo deplanes y programas de estudio.

Utilizar mtodos y tcnicas para la investigacin en el aula. Disear programas de cursos especficos y sus respectivos materiales didcticos. Elaboracin de material didctico mediante la utilizacin NTICs. Transformar el contexto educativo a travs de la prctica de valores.

Generar escenarios de aprendizaje significativo dando lugar a la investigacinparticipativa, el trabajo en equipo y la toma de decisiones. Manejar las Leyes y Reglamentos de Educacin Ecuatoriana. Aplicar tcnicas de valoracin de los aprendizajes, as como tambin de su propio

desempeo docente.


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CURRICULUM VITAE


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COURSE OVERVIEW

READING III

COMPETENCE TO BE DEVELOPED IN THIS MODULE.

Produce oral and written texts in the English language in order to communicate ideas, giveand receive information about ones own cultural identity and those of other countries,while correctly using linguistic elements and maintaining coherence and cohesion.

LEARNING OUTCOMES:

On successful completion of this module I will be able to:

1. Identify main ideas, specific information and details.2. Discriminate the meaning of new vocabulary words, phrases and sentences in context.3. Make inferences from reading texts.4. Contrast the structure of several reading texts and excerpts.5. Produce written texts using the reading texts as information source.

LEVEL TO BE ACHIEVED.

By the end of the semester, I will have developed the competencies of A2 level and I will start todevelop the competencies of B1 level described in the Common European Framework of Reference.


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STATEMENT OF PERSONAL LEARNING GOALS.

Students should write a short paragraph to answer each question.

What are your reasons for studying at Carrera de Idiomas?

What are your own goals for this semester?

For example: learn to use of specific technological tools to teach English, such as blogs,wikis, etc. new vocabulary to be learned, pronunciation improvements, ability to participatein class discussions, ability to answer English questions, learning communicate orally inEnglish, writing compositions, learning songs in English, focusing attention in class,coming prepared to class, using English in class all the time, etc.

How will you achieve your goals?

What will you do every day or week to reach these goals?


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UNIVERSIDAD TCNICA DE AMBATOFACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIN

CARRERA DE IDIOMAS

READING III SYLLABUS

Third Semester ASeptember 2012-February 2013

Instructor: Dra. Mg. Wilma SurezTelephone: 0999229183Email: [email protected]

[email protected] Hours: Thursday 14H00 - 15H00Class Days/Time: Tuesdays 11h1513h15

Wednesdays 09h0010h00

Thursdays 11h15 - 12h15Number of credits: 4

Course Goals and Student Learning Objectives

At the end of this module, students will be able to:

1. Identify main ideas, specific information and details.2. Discriminate the meaning of new vocabulary words, phrases and sentences in context.3. Make inferences from reading texts.4. Contrast the structure of several reading texts and excerpts.5. Produce written texts using the reading texts as information source.

Classroom Protocol

Respect yourself and your classmates. Respect is a key element in a productive

classroom. Be punctual. I will close the door 5 minutes pass the beginning of class and I will

mark you absent. You will be allowed to enter for the second hour.

Participation is very important. Please raise your hand if you want to speak.

Do not leave the classroom without permission.
mailto:[email protected]:[email protected]


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Bring all necessary materials to class every day.

Hand in your homework on time, otherwise you will lose points.

You cannot take a quiz or exam late. (except if you are sick and present a

doctors note)

Turn offyour cell phones during class. Do not speak SPANISH.

No cheating or copying on homework quizzes or exams.

.

Attendance

Attendance is very important for this class. If you do not come to class, you must justify

your absence by presenting a doctors note or any other document. It is your responsibility

to ask your classmates if you need to turn assignments in or if you have to study for a quiz

next class.

Materials:

Strategic Reading 2 Students book by Jack C. Richards and Samuela Eckstut-Didier

Cambridge English Readers Collection Level 4.

Other equipment / material requirements

Other materials.

Handouts, dictionaries.

Additional resources

Internet connection.Class website in Edmodo.


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Assignments and Grading Policy

Homework assignments. 10 points

Class activity tasks. 10 pointsTeam work projects. 10 pointsBook report presentations. 10 pointsPortfolio final review. 10 pointsVocabulary learning log. 10 pointsParticipation in class web site. 10 pointsAttendance and Class Participation 10 points

Quizzes. 10 pointsOral lessons/presentations. 10 pointsExams. 10 points

Interdisciplinary work. 10 points

CalendarImportant days.

Firstpartial classes + assessment September 17 t November 9 t

Day of the Death (vacation) November 2 n

Independence of Ambato (vacation) November 12

Grades report first partial November 18 t

Second partial classes + assessment November 13 t January 18 t

Christmas vacation November 25 t January 1 st

Grades report second partial January 20t

Remedial exams January 27 t


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Evidence for Element 1

Summaries of the reading articles, containing main ideas,specific information and details.

Report book 1.


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READING III

STUDENT SELF-REFLECTION ON EVIDENCE FOR ELEMENT 1

Name: Date:Title of work/product:

1. Please write about the context (unit, lesson) in which you did thiswork.

2. What did you learn from doing this work?

3. Why did you include this piece?

4. What objective(s) were you working toward when you did thiswork? Did you meet the objective(s)?

5. What learning strategies ( ex.understanding main ideas,understanding details, making inferences, guessing the meaning ofunfamiliar words from context, scanning, skimming, restating,summarizing, etc.) Did you use when you were doing this work? Didthey help you?

6. What would you do differently next time?


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Graphic organizers to record the new vocabulary words.

Report book 2.


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READING III










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A summary of all the exercises used to make inferencesReport book 3.


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READING III










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Four reading texts with margin notes describing structure.

Report book 4.


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READING III










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Response paperfor one of the reading texts they read.Interdisciplinary project.Report book 5 (optional)


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READING III






4. What objective(s) were you working toward when you did this

work? Did you meet the objective(s)?




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Peer interview before portfolio final assessment.

Suggestion: Use this form for the midterm assessment and peer review, teacher can collect thereview after. Ss should keep this document in their portfolio.

Name: Date:

1. What does your portfolio reveal about you as a learner?

2. What does your portfolio suggest about your strengths?

3. What does your portfolio suggest about how you have improved?

4. What do you think others will learn about you from your portfolio?


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Teacher interview for final portfolio assessment.

Select your best piece of work from your portfolio. Then answer these questions:

1. How does this piece compare with other work?

2. How does this piece reflect your strengths?

3. Why did you choose this selection as best?

4. What do you think that you would do differently if you were doing it again?


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RUBRIC TO ASSESS PORTFOLIO

MODULE: READING III

FINAL PORTFOLIO RUBRIC

Exemplary2.5-2

Good2-1.5

OK1.5-1

Poor1-0

Format andOrganization

Extremely eyeappealing,professional looking.Follows correctformat andorganization.

Attractive, neat. Someproblems withorganization ORformatting.

Somewhatattractive or neat.Problems withorganization andformatting whichmake it difficult toread.

Sloppy, effort notshown. Does notfollow format.

Evidences All quality evidencechosen,demonstrates a highlevel of reflection

about learningprocess, includesextra relevantevidences.

Good evidenceschosen, demonstratessome reflection aboutelements and learning

process, could includeMORE or betterevidences in certainplaces.

Some evidenceschosen do notreflect element orlearning process,

mistakes affect thequality of theevidences, no extraevidence.

Few or none of theevidences chosendemonstrate clearreflection, many

mistakes affectcomprehension,little effort.

EvidenceReflections

High level ofanalytical thinking,English at or abovegrade level inreflections, relatesevidence to learningprocess.

Honest reflectionsabout work, someshort reflections thatcould use elaboration.

InadequatereflectionIn some parts,serious problemsrelating evidence topersonal learninggoals.

Very brief, donehurriedly, notsincere or honest,PLAGIARISM.

Statement of

PersonalLearning Goals

Demonstrates

honest and complexunderstanding oflearning goals,relates goals tocurrent module, fewor no languageerrors.

Good reflection about

future goals, someparts could useelaboration or furtheranalysis, somelanguage errors thatdont affectcomprehension.

Statement may be

short and insincere,demonstrates littlereflection aboutgoals and how itrelates to class,many languageerrors.

Many language

errors that make itdifficult tounderstand, little orno reflection aboutfuture goals andcurrent module,PLAGIARISM.

Total /10

Comments About Portfolio

Adapted from Nebraska K-12 Foreign Language Frameworks, 1996 NEW JERSEY

portfolio reading iii a

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