For this assignment you will be completing the web-­‐based learning Star Legacy Module on Cultural and Linguistic Differences.  To access this training, go “Cultural and Linguistic Differences: What Teachers Should Know.”◦  IRIS Center. (n.d.). Star Legacy Modules. Cultural and Linguistic Differences: What Teachers Should Know. Available fromhttp://iris.peabody.vanderbilt.edu/clde/chalcycle.htm.

To begin the training click on the “Challenge” button at the top of the star graphic.   Complete the following sections of the module.

• Challenge
• Thoughts
• Perspectives and Resources
• Assessment
• Wrap-up

Be sure to watch all of the videos and read all the materials for each section. Use the “Next” button located at the bottom of each webpage to navigate through the training.   After completing the web-based learning module answer the following questions. Use direct quotes and specific examples from the “Perspectives and Resources Section” of this module to help you answer the questions.

1. Why is it important for teachers to reflect on cultural and linguistic diversity?
2. Explain the difference between BICS and CALP. Why is it necessary for teachers to understand the distinction between these two types of language proficiency?
3. In the Challenge, Mr. Bennett wrote notes home to Maria’s family. Why might this have proved problematic? What other options might you recommend to Mr. Bennett for communicating with Maria’s parents?
4. Mr. Stone, a teacher from a rural community where all the students share similar cultural backgrounds, relocates to a large city where the students come from a wide variety of cultural groups. He notices that many of his students are not performing well in class. Upon self- reflection, he realizes that because of cultural differences these students may not relate to his style of teaching or to the stories and examples he uses in class. What can Mr. Stone do to become more culturally responsive and meet the diverse needs of these students?

   IRIS Module Collaborating with Families- Scoring Guide

   Scoring Standard

   This project is worth a total of 100 points and will be scored based on the attached grading scale.

    

   Rating Scale

   A (90-100)

   B (80-89)

   C (70-79)

   D (60-69)

   F (0-59)

    

   Scoring Guide

   Criteria	Ratings	Your Score
   1. Selected and interviewed family with a child between the ages birth to eight.	Yes/No	If you do not interview an actual family, your paper will not be graded and you will receive a grade of ZERO for this assignment.
   2. Paper includes information about the family you interviewed	5 points
   3. Paper includes information about risk factors or strengths you identified	15 points
   4. Summary provides relevant details related to the theory selected as outlined in the Assignment Guide	30 points
   5. Conclusions evaluate and provide examples of how the theory you selected helps you understand this family overall. Response integrates course material.	40 points
   6. All work evidences correct spelling, grammar, and punctuation	10 points
   Comments:

    

   Grading Criteria

   2. Summary of Necessary Information

    

   5 – Includes all necessary information about the family interview.

   4 – Includes most necessary information about the family interview.

   3 – Includes the majority necessary information about the family interview.

   2 – Includes less than half necessary information about the family interview.

   0 – Includes no details of family interview.

   3. Summary of Knowledge

   15 – Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader’s concerns, biases or arguments and has provided at least 1 counter-argument.

   12 – Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

   9 – Includes 2 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

   6 – Includes 1 piece of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

   0 – Includes no pieces of evidence (facts, statistics, examples, real-life experiences).

   4. Evidence and Examples

   30 – All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position.

   24 – Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position.

   18 – Many of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position.

   12 – At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author’s position.

   6 – Evidence and examples are NOT relevant AND/OR are not explained.

   5. Learning Reflection

   40 – Reflection includes clear, strong statements of what the student learned

   32 – Reflection is present and addresses most learning outcomes

   24 – Reflection is present, but does not address several learning outcomes.

   16 – Reflection is present, but does not address the majority of learning outcomes.

   0 – There is no reflection.

   6. Grammar & Spelling

   10 – No errors in grammar or spelling that distract the reader from the content.

   8 – 1-2 errors in grammar or spelling that distract the reader from the content.

   6 – 3-4 errors in grammar or spelling that distract the reader from the content.

   4- 5-6 errors in grammar or spelling that distract the reader from the content.

   2 – More than 6 errors in grammar or spelling that distract the reader from the content.