Describe how you could use this example of print in your classroom this summer. How could you integrate it into classroom learning? Consider which content area it might connect with and what activity you might do with it.

As part of this course, candidates are expected to use their time for specific TED 407 fieldwork activities. The fieldwork that will take place is in accordance with public health guidelines per COVID-19 and, if needed, may be completed in a self-contained home.

All of these activities will be discussed in class before they are due.

You will document evidence of these activities in your Interactive Methods & Praxis Portfolio.

• Getting to Know the School Community – Community Drive & Internet Search
• Teacher Interview
• Mini-Lesson Video/Audio with Your “Students”: Plan, Instruct, Assess/Analyze, & Reflect (PIAR cycle)
• Transcribing “Student” Talk

Each of these activities will support and contribute to a part of the TED 407 Signature Assignment: Methods & Praxis Portfolio, and intentionally links the courses TED 507, TED 400, and TED 414. The pedagogical intent is that you will have multiple opportunities to observe your fieldwork site from different perspectives (vertical alignment).

Getting to Know the School Community – Community Drive & Internet Search

You will get to know the school community’s language & literacy practices by (1) walking and/or driving around the neighborhood of a school to learn about how language and culture intersect in a real-life context and/or (2) using the Internet to get to know about the school and the surrounding communities. You may work on this project in pairs.

If you choose to walk or drive around the school neighborhood, please wear a mask at all times, practice physical distancing with others (6ft or more), and wash your hands! Do not walk around the school neighborhood if you are feeling sick.

You may conduct this activity in connection with your TED 414 Neighborhood Walk assignment. You will document your findings with digital media – be sure to bring a smartphone, tablet, and/or camera along your walk! Those using the Internet can use maps, videos, images of the community (consider using social media, like Instagram, etc. to get to know the community).

Below are the list of activities. Everyone complete “Activity 1: The Selfie” under “Activities”, then you are free to choose 2 more activities to complete (2 – 6). You will complete a total of 3 activities in this list.

Your Name(s):
Name of School:
Name of Neighborhood/City:

I already have my photo in front of the school
name of school i choose is : Niemes Elementary School
Name of Neighborhood City: Artesia,Ca
Your walk, drive, and/or Internet search should span about a 5-7 block radius. Use your judgment to walk where students may frequent and please use a face mask and practice physical distancing. Feel free to talk with community members to gain insight about the community. Only include people in your documentation if they give you permission. If you are unable to walk or drive, please use these prompts as guiding questions and try to find out about the school and surrounding community through Internet search.

Activities:
• Begin your walk or drive at the school. Take a selfie in front of the school and insert it here.
• Document at least 3 common examples of print literacy that in the community that students see every day but that may or may not stand out to them.
• [Insert photos here.]
• Reflect: What do these print sources tell you about the community in general?
• Document 2 or 3 examples of print that in the community that students may find very interesting and/or relevant to their lives. Think about how the print literacy could connect with Yosso’s Community Cultural Wealth or Moll’s Funds of Knowledge.
• [Insert photos here.]
• Reflect: Why do you think that students would find these examples of print interesting and/or relevant to their lives?
• Document 1 or 2 examples of print that tell you something about the languages and/or the language varieties of the community. You might also consider documenting the language(s) you hear for this section via video. Think about Grosjean’s, What is Translanguaging?
• [Insert photos here.]
• Reflect: What might you infer about the languages or language varieties in this community from these examples of print?
• Document 1-2 examples of print that tell you something about the cultural practices of the community. Think about Yosso’s Community Cultural Wealth or Moll’s Funds of Knowledge.
• [Insert photos here.]
• Reflect: Describe connection between language and culture that is happening in this example.
• Select one example of print in the community that stood out to you and answer the questions below.
• [Insert photo here.]
• Aspects of Language: Explain what is happening in this example through a linguistic lens using two concepts from Lessow-Hurley (2012).
• Classroom Connections: Describe how you could use this example of print in your classroom this summer. How could you integrate it into classroom learning? Consider which content area it might connect with and what activity you might do with it.

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