APPLES and Reading Partners: The Classroom Alliance Julia Cardona Mack The University of North Carolina at Chapel Hill.

APPLES and Reading APPLES and Reading Partners: The Classroom Partners: The Classroom

AllianceAlliance

Julia Cardona MackThe University of North Carolina at Chapel Hill

• Students:

• 27,000 students

• 85% in-state

• 3 out of 4 top 10% of their class

• Ave. SAT score 1299

• Courses

• Flagship of 16 constituent institutions

• 14 colleges

• Programs

• 73 BA

• 112 MA

• 72 PhD

• Professional

• Law

• Medicine

• Pharmacy

• Dentistry

The University of North CarolinaThe University of North Carolinaat Chapel Hillat Chapel Hill

The community:The community:Chapel Hill-CarrboroChapel Hill-Carrboro

Chapel Hill 1990: 38,719 2000: 48,715 (1,564 Hispanic) 3.2%

Carrboro 1990: 11,553 2000: 16,782 (2,062 Hispanics) 12.3%

North Carolina (2000 Census) 8,048,313 378,963 Hispanic 4.7%

United States (2000 Census) 281,421,906 35,305,818 Hispanic 12.5%

population

•Statesboro

•1990: 15,954

•2000: 22,698 (Hispanic 2.1%)

The community:The community:Chapel Hill-CarrboroChapel Hill-Carrboro

Chapel Hill 1990: 38,719 2000: 48,715 (1,564 Hispanic) 3.2%

Carrboro 1990: 11,553 2000: 16,782 (2,062 Hispanics) 12.3%

North Carolina (2000 Census) 8,048,313 378,963 Hispanic 4.7%

United States (2000 Census) 281,421,906 35,305,818 Hispanic 12.5%

The community:The community:North CarolinaNorth Carolina

……apples?apples?

Assisting

People

in Planning

Learning

Experiences

in Service

The history of APPLESThe history of APPLESpart Ipart I

1990Tony Deifell

•Center for Teaching and Learning

•Referendum = $.90

•Public health

•Political science

•Sociology

•Education

•Public art

•Journalism

•City and regional planning

The history of APPLESThe history of APPLESpart IIpart II

19916 pilot courses

"I believe the student ownership … reveals the strength of our program. Our motivation is contagious … Students working to influence the quality of their own educational experience can be a powerful catalyst for improvement of that experience."

Awareness of the Reader

Ueltschi grant recipient 1998Experiment for all Grammar and

Composition coursesFirst service-learning course in Romance

Languages

Spanish 50ASpanish 50A

•Anthropology

•Computer Science

•Dental Hygiene

•Education

•Journalism

•Public Health

•Planning

•Psychology

•Religion

•Sociology

Spring 2006Spring 2006

24 courses

Spring 2006 Spring 2006

Spanish language and culture3H4A

51: Conversation II

•50: Grammar and Composition

““experiential learning”experiential learning”

“serve-to-learn”service-learning

National Service-Learning Clearinghousehttp://www.servicelearning.org/

As commonplace as the term “service learning” is now, it was strange back then – and met with some distrust. Student activism led the way for it to happen.

Tony DeifellStudent Activism Message Board

alumni.unc.eduPosted: Wednesday, February 08, 2006

Awareness of the Reader

What the experience should What the experience should teach:teach:

Who will read this?What is this text meant to

accomplish?What is my job as writer?How does language reflect the

community of speakers?

““the plan”the plan”

1. Students meet with Writer. Receive TEXT.

2. Students meet with Reader. 3. Students translate. (Instructor

edits.)4. Writer and Student review and

edit.5. Reader tests the TEXT.6. TEXT delivered to Writer.

Placement in the communityPlacement in the community

A problem from the startTranslations seen as text-to-text

experienceStudents’ frustration with lack of contact

with speakers

Yikes!

The TEXTThe TEXT

Government formsLegal documents and handoutsFlyerswebsites

Bad English

= better SpanishBoring….

boring….

boring….

Student

Handbooks

Volunteering in the schoolsVolunteering in the schools

One-on-one mentors: Blue Ribbon Mentor-Advocate Program

First Day FriendsClassroom volunteers

English as a Second LanguageCoach write!School Reading Partners

Reflection and the SyllabusReflection and the SyllabusENERO lunes martes miércoles jueves viernes

. 9 . 10 11 Introducción al curso

12 13 EPP: 3-14

16 LIBRE

1718 EPP: 14-26

19 20 1."hace..." y "hace que"EPP:27-38

23 Pruebita cap. 1 EPP:40-47

24 25 2.El imperativoEPP:47-69 primera versión de composición. 1

26 27 APPLES

30 Pruebita cap. 2 EPP: 71-82

31

FEBRERO

lunes martes miércoles jueves viernes

. 1 3. pero/sinoEPP: 82-94

2 3 EPP: 95-107

. 6 Pruebita cap. 3 EPP: 112-124

7 8 4. voz pasivaEPP: 124-144

9 10 5. conocer/saber, pedir/preguntarEPP: 145-161

. 13 pruebita cap. 4 EPP: 163-176

14 15 6. el infinitivoEPP: 177-187

16 17 7. subjuntivo pasadoEPP:188-207

. 20 pruebita cap. 5 8. si/como siEPP: 209-226

21 22 primera versión de composición 2 EPP: 227-235

23 24 9. secuencia de tiemposEPP: 235-250

. 27 Repaso

28

MARZO lunes martes miércoles jueves viernes

1 MIDTERM

2 3 10. pronombres sujetoEPP: 254-268

6 11. pronombres preposicionalesEPP: 268-281

7 8 12. complemento directo EPP: 281-288

19

10 Repaso

. 13 Springbreak

14 15 Springbreak

16 17 Springbreak

. 20 13. clíticos indirectosEPP: 290-312

21 22 14. verbos como gustarEPP: 312-340

23 24 pruebita cap. 7

27 15. el reflexivoEPP: 342-354

28 29 pruebita cap. 8 EPP: 354-365

30 31 APPLES

ABRIL lunes martes miércoles jueves viernes

3 16. "se" para expresar reciprocidad y casualidadEPP: 366-389

4 5 pruebita cap. 9 primeraversión de composición 3 EPP: 389-412

6

7 17. por/paraEPP: 413-418


11 12 18. verbo seguido de infinitivoEPP: 431-454

13 14 LIBRE

17 19. demonstrativos y posesivosEPP: 455-478

18 19 pruebita cap. 11 20. cuál y quéEPP: 480-493

20 21 21. el artículo neutro "lo"EPP: 493-512

24 EPP: 512-524

25 26 APPLES

27 28 último día de clases

MAYO

1 EXÁMENES FINALES

2 3 4 5

8 9 10 11 12

Reflection and the SyllabusReflection and the Syllabus . 20

pruebita cap. 5 8. si/como siEPP: 209-226

21 22 primera versión de composición 2 EPP: 227-235

23 24 9. secuencia de tiemposEPP: 235-250

. 27 Repaso

28

MARZO lunes martes miércoles jueves viernes

1 MIDTERM

2 3 10. pronombres sujetoEPP: 254-268

6 11. pronombres preposicionalesEPP: 268-281

7 8 12. complemento directo EPP: 281-288

19

10 Repaso

. 13 Springbreak

14 15 Springbreak

16 17 Springbreak

. 20 13. clíticos indirectosEPP: 290-312

21 22 14. verbos como gustarEPP: 312-340

23 24 pruebita cap. 7

27 15. el reflexivoEPP: 342-354

28 29 pruebita cap. 8 EPP: 354-365

30 31 APPLES

ABRIL lunes martes miércoles jueves viernes



6

7 17. por/paraEPP: 413-418



13 14 LIBRE




24 EPP: 512-524

25 26 APPLES


MAYO

1 EXÁMENES FINALES

2 3 4 5

8 9 10 11 12

Reflection and the SyllabusReflection and the SyllabusABRIL lunes martes miércoles jueves viernes



67 17. por/paraEPP: 413-418



13 14 LIBRE




24 EPP: 512-524

25 26 APPLES


MAYO

1 EXÁMENES FINALES

2 3 4 5

8 9 10 11 12

Administrative issuesAdministrative issues

credit on transcript: one hour

Requirements: 2/5 hours per week/ 10 weeks Attend all reflections Final presentation

Recommendation of site supervisor

Evaluation and grading

2006

APPLES projectWhy do we have a service-learning component in this course?We want to learn how a writer and a reader interact with a text. It is very difficult in a classroom setting, to get a good sense of the relationship between the writer and his reader because, as students, you know who your reader will be: your instructor. As a result, you write keeping in mind what you think your instructor wants to read, and you read with the intention of noticing and remembering what will be useful in class. This situation is normal, but not all that useful in gaining a true sense of the relationship of the text and its humans. The awareness that the writer has of his reader and the image the reader constructs of the writer, are interesting concepts, worth exploring beyond the classroom. The better you understand your reader, the better writer you'll be.Before we start

You need to sign up with Reading Partners. They will be on campus the following days: January 17, 18, 19 Student Union Rm 2511 10:00-4:00 Make sure to tell the volunteer you sign up with that you're in Spanish 50A.What we will do

Every student will be assigned a school in the Carrboro-Chapel Hill City school system. Your job will be to report to the teacher who will supervise you and help children learn to read. Before we start everyone will be trained by the experts from CCHC schools, so we will know what to do. You will need 2-5 hours a week for 10 weeks to fulfill this service-learning requirement.A special project

The teachers have asked us to tape our voices reading some of the books so the children can take these tapes home and practice reading. We will be taping some of the books in English and Spanish and translating and taping others. This will be done on campus.Grading

You will earn one additional credit for the APPLES component of the course. To record this, you'll be enrolled in Spanish 93. The grades will be determined by your work in the schools. Your supervisor will be asked to report on your performance at the end of the semester. The APPLES program will make a form available for this purpose. Please remember to pick it up at the APPLES office or ask the APPLES facilitator for it.Reflections

As part of the APPLES process, students meet for 3 reflection sessions in the semester. They are marked on the syllabus: 1. January 27 2. March 31 3. April 26In order to receive credit for the APPLES project you must attend ALL reflection sessions.Questions

Address your questions regarding the APPLES project to the project facilitator: Benjamin Lundin Julia Cardona [email protected] McCay, Volunteer Specialist Carrboro-Chapel Hill City Schools [email protected] ParkinsAPPLES program, UNC [email protected] find out more about APPLES.

Grading

You will earn one additional credit for the APPLES component of the course. To record this, you'll be enrolled in Spanish 93.

The grades will be determined by your work in the schools. Your supervisor will be asked to report on your performance at the end of the semester. The APPLES program will make a form available for this purpose. Please remember to pick it up at the APPLES office or ask the APPLES facilitator for it.

mailto:[email protected]

mailto:[email protected]

mailto:%[email protected]

mailto:%[email protected]

http://www.unc.edu/apples/

SATISFACTIONSATISFACTION

Experience with childrenTaping storiesCollaboration

Academic “results”Academic “results”

Is Span50 replicable?Who has benefited?

Students FacultyProgramUNCCommunity

Yes…but…

ADJUST!ADJUST!

Objectives

institutional administrative support

Students’

reactions

finfin

APPLES and Reading Partners: The Classroom Alliance Julia Cardona Mack The University of North Carolina at Chapel Hill.

Documents

north carolinaapples

community of speakers

student review

student ownership

student handbooksvolunteering

term service learning

spanish language

educational experience