Sistema Universitario Ana G. Méndez, Inc. School of ... 110 DLP... · APÉNDICE K EJERCICIOS DE...

Sistema Universitario Ana G. Méndez, Inc.

School of Professional Studies

Continental USA Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

ACCO 110

Aspectos Cuantitativos de Contabilidad

Quantitative Aspects of Accounting

© Sistema Universitario Ana G. Méndez, Inc. 2014

Derechos Reservados

© Ana G. Méndez University System, Inc. 2014

All rights reserved

ACCO 110 Quantitative Aspects of Accounting 2

Revised September, 2014

Prepared based on the course syllabus (2013) of the School of Professional Studies, with the

collaboration of:

Mayra Liz Rivera, MBA, Module Development Specialist

Carlo Fagundo, MBA, Content Evaluator

Juanita Munera, M.Ed., English Language Specialist

Jeannette Labrador, MA, Spanish Language Specialist

Minette Elias, MS, Curriculum and Instructional Designer



TABLA DE CONTENIDO/TABLE OF CONTENTS

PÁGINA/PAGE

GUÍA DE ESTUDIO ....................................................................................................................5

STUDY GUIDE .........................................................................................................................26

TALLER UNO ...........................................................................................................................57

WORKSHOP TWO ....................................................................................................................69

TALLER TRES ..........................................................................................................................80

WORKSHOP FOUR ..................................................................................................................87

TALLER CINCO/WORKSHOP FIVE ......................................................................................96

APPENDIX A: NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION........................................................................................................................108

APPENDIX B: PARAGRAPH CONSTRUCTION RUBRIC .................................................114

APPENDIX C: THE WRITING PROCESS SIX TRAIT ANALYTIC WRITING

RUBRIC ..........................................................................................................................116

APÉNDICE D/APPENDIX D: INFORMACIÓN ACERCA DEL LABORATORIO DE

IDIOMAS Y EL E-LAB LANGUAGE LAB AND E-LAB INFORMATION ...................124

APPENDIX E: LANGUAGE LAB/E-LAB DOCUMENTATION .........................................129

APÉNDICE F/APPENDIX F: RÚBRICA DEL ENSAYO .....................................................132

APÉNDICE G/APPENDIX G: RÚBRICA PARA EVALUAR PARTICIPACIÓN EN

CLASE/RUBRIC TO EVALUATE CLASS PARTICIPATION ............................................135

APÉNDICE H/APPENDIX H: RÚBRICA PARA EVALUAR LA PRESENTACIÓN ORAL

Y AUDIOVISUAL INDIVIDUAL/GRUPAL/RUBRIC TO EVALUATE ORAL AND

AUDIOVISUAL PRESENTATIONS INDIVIUAL/GROUP .................................................140

APÉNDICE I/APPENDIX I: AUTORREFLEXIÓN/SELF-REFLECTION...........................145

APÉNDICE J/APPENDIX J: RÚBRICA PARA EVALUAR LOS JUEGOS DE ROL/

RUBRIC TO EVALUATE ROLE PLAYING .........................................................................149



APÉNDICE K EJERCICIOS DE PRÁCTICA .......................................................................154

APPENDIX L CASE STUDIES ..............................................................................................158

APÉNDICE M TALLER TRES ..............................................................................................161

APPENDIX N WORKSHOP NUMBER FOUR ....................................................................163

APPENDIX O WORKSHOP FIVE .........................................................................................166

APPENDIX P EXAMPLES OF CHECKS ..............................................................................168

APÉNDICE Q HOJAS DE DEPÓSITOS ................................................................................169

APPENDIX R RECONCILIACIÓN BANCARIA ..................................................................170

APÉNDICE S TABLA DE VALOR PRESENTE ...................................................................171

APÉNDICE T VALOR FUTURO DE UNA ANUALIDAD ...................................................176

APÉNDICE U VALOR PRESENTE DE UNA ANUALIDAD ORDINARIA .......................178

APÉNDICE V VALOR FUTURO COMPUESTO POR N PERÍODOS .................................179

APPENDIX W KWHLAQ CHART ........................................................................................181



GUÍA DE ESTUDIO

Nombre del curso: Aspectos Cuantitativos de Contabilidad

Codificación: ACCO 110

Créditos: Tres

Duración: Cinco semanas

Prerrequisito: Ninguno

Descripción: Este curso presenta los conceptos generales de la aritmética y del álgebra

elemental para aplicarlos a situaciones generales que se presentan cotidianamente en diferentes

áreas de un negocio. Algunas de las formas de las matemáticas aplicadas, al proceso de análisis

y comprensión de las tendencias de un negocio, son el uso de proporciones, porcentajes,

redondeo, descuentos comerciales, descuentos por pronto pago, comisiones, margen de beneficio,

interés simple, interés compuesto, valor presente, descontando de créditos comerciales,

deducciones de nómina, inventarios y depreciación. Este curso requiere el uso de la calculadora

electrónica para trabajar los ejercicios.

Objetivos generales de contenido

Al finalizar el curso, el estudiante será capaz de:

1. Utilizar los conceptos y métodos cuantitativos para resolver situaciones cotidianas de un

negocio.

2. Usar la calculadora científica o comercial como herramienta para calcular los elementos

requeridos, mientras aplica el conocimiento a situaciones o casos del negocio.

3. Manejar cuentas de cheques y computar las deducciones básicas de nómina.

4. Hallar el precio neto de un artículo, después de una serie de descuentos comerciales.

5. Encontrar el precio de un artículo, que está a la venta, luego de aplicarle los márgenes

de ganancia y las rebajas.

6. Utilizar las fórmulas de interés compuesto, y sus fórmulas relacionadas, para aplicarlas a

préstamos, hipotecas, cuentas de ahorro y tarjetas de crédito.

7. Calcular el valor presente o el valor futuro de un valor específico o una anualidad,

mediante el uso de las de las fórmulas matemáticas o tablas de dichas funciones.



Objetivos generales de lenguaje

Al finalizar el curso, el estudiante será capaz de:

Escuchar: Comprender discursos orales, en inglés/español, y reconocer sus diversas

finalidades y las situaciones de comunicación en que se producen; compartir, comparar y

desarrollar ideas nuevas acerca de los aspectos cuantitativos de la contabilidad de manera

colaborativa; adquirir aprendizajes significativos, basados en la experiencia y en temas

motivadores; responder a estímulos auditivos tales como vídeos, presentaciones

audiovisuales y actividades interactivas.

Hablar: Expresarse oralmente, en inglés/español, con propiedad y corrección, de acuerdo

con las diversas finalidades y situaciones comunicativas y adoptando un estilo expresivo

propio; analizar, opinar y comunicar oralmente puntos de vista e ideas; desarrollar

habilidades y competencias que lo capaciten para su vida académica, laboral y cotidiana;

utilizar el lenguaje para adquirir conocimientos nuevos acerca de los aspectos cuantitativos

de la contabilidad y para aprender a utilizar técnicas sencillas de manejo de la información

a través de los medios tradicionales y la tecnología informática.

Leer: Investigar, analizar, interpretar, resumir, parafrasear y comprender, en

inglés/español, los datos que recopile de las diversas fuentes de información sobre el tema

de los aspectos cuantitativos de la contabilidad; desarrollar actitudes críticas ante los

mensajes, valorar la importancia de sus manifestaciones y beneficiarse autónomamente de

la lectura como fuente de información y enriquecimiento cultural.

Escribir: Redactar textos, en inglés/español, desde una postura personal, crítica y creativa,

con propiedad y corrección, para establecer una comunicación clara y efectiva; utilizar la

escritura como fuente de información para proveer datos pertinentes relacionados con los

aspectos cuantitativos de la contabilidad.



Requisitos de APA (6ta edición) para citar los textos que se usarán en el módulo

Utilice el estilo de escritura de la sexta edición de la Asociación Americana de Psicología

(APA por sus siglas en inglés) para reseñar los textos y recursos recomendados:

http://www.apastyle.org/

http://owl.english.purdue.edu/owl/resource/560/01/

Libro(s) recomendados:

American Psychological Association. (2009). Publication manual of the American

Psychological Association (6ta ed.). Washington, DC: Author.

(ISBN-10: 1433805618; ISBN-13: 978-1433805615)

Cleaves, C., Hobbs, M. & Noble, J. (2011). Business mathematics. (9 ed.). Prentice Hall.

ISBN: 978-0135108178

Clendenen, G., Salzman, S.A., and Miller, C. D. (2011). Business mathematics (12th ed.). Boston, MA:

Allyn & Bacon. (ISBN-13: 978-0135109786)

Deitz, James E. Contemporary Business Mathematics for Colleges. 16th Ed. Mason: Cengage Learning,

2013. (ISBN: 9781111821326)

Glencoe. (2009). Math for personal and business finance student edition, (1st ed.). New York: McGraw-

Hill. (ISBN-13: 978-0078805059)

Slater, J. (2010). Practical business math procedures (10th ed.). New York: McGraw-Hill.

(ISBN-13: 978-0077398286)

Libro(s) electrónico(s) recomendado(s):

Jimeno, M. J. P. (2012). Los mercados financieros y sus matematicas: Una guia teorica y

practica para comprender las matematicas de los mercados. Madrid : Delta, Publicaciones

Universitarias









Recursos electrónicos adicionales – se recomienda que los estudiantes accedan los siguientes

enlaces, pero que no se limiten a ellos.

Biblioteca Virtual

http://bibliotecavirtualut.suagm.edu/

Diccionario de la Real Academia Española

http://www.rae.es/

Diccionario panhispánico de dudas de la Real Academia Española

http://rae.es/recursos/diccionarios/dpd

Fundación del Español Urgente

http://www.fundeu.es/

Purplemath – Your Algebra Resource

http://www.purplemath.com/

De ser necesario, el facilitador puede cambiar las direcciones electrónicas o añadir enlaces

profesionales que contengan las investigaciones más recientes sobre el tema del módulo.

NOTA: La Universidad Ana G. Méndez (SUAGM) no se responsabiliza por los cambios de

contenido ni formato que se realicen a los enlaces electrónicos que recomienda con fines

educativos; así tampoco controla la caducidad de los mismos. Si por alguna razón, usted

encuentra material cuestionable en los enlaces que el SUAGM recomienda, por favor

comuníquelo inmediatamente al (a la) director(a) académico(a) para iniciar el proceso de

remoción y actualizar el módulo con información confiable.


http://www.rae.es/






Descripción de la evaluación:

Tabla de evaluación

La calificación final está basada en la acumulación de puntos por taller (30 % para idioma y

70 % para conocimientos en la disciplina). Calcule la calificación final basada en los criterios

que aparecen al lado izquierdo de la tabla (la calificación final representa 50 % para el

idioma español y 50 % para el idioma inglés).

Criterios Talleres Puntos Porcentaje

Asistencia y participación 1 al 5 100 10 %

Laboratorio de Idiomas y el E-Lab (uso de los recursos

del E-Lab para realizar asignaciones y actividades, según

indique el módulo o el facilitador).

1 al 5 100 20 %

Trabajos escritos (autorreflexiones, ensayos, párrafos y

otros)*

1 al 5 100 15 %

Demostraciones y presentaciones orales y audiovisuales

individuales/grupales y juegos de rol*

Determinado

por el

facilitador

100 15 %

Portafolio digital

(Vea el manual en Blackboard, use sus rúbricas y las de la

sección de apéndices del módulo, según aplique).

5 100 20 %

Dos exámenes parciales, uno en el Taller Tres (español) y

el otro en el Taller Cinco (inglés, en las últimas dos horas

del taller)

o

un examen final en el Taller Cinco (50 % del examen en

español, cuando están por concluir las primeras dos horas

del taller y 50 % del examen en inglés al principio de las

últimas dos horas del taller).

Determinado

por el

facilitador

50 y 50

o

100

20 %

Total 600 (puntuación

máxima)

100 %

*Los facilitadores y estudiantes tienen que utilizar las rúbricas provistas en la sección de

apéndices del módulo para evaluar las actividades y asignaciones de cada taller. El

facilitador evaluará las actividades de cada taller, basado en el requisito del 30 % en

actividades de idioma y el 70 % en actividades de contenido. Las actividades tienen que

estar a la altura del nivel universitario, en ambos idiomas, para fomentar el desarrollo de



profesionales bilingües. La calificación final del curso reflejará 50 % en las actividades

del idioma inglés y 50 % en las de español.

Escala:

A = 100 - 90 B = 89 - 80 C = 79 – 70 D = 69 - 60 F = 59 o menos

MÉTODO DE EVALUACIÓN: El facilitador proporcionará información específica para

realizar las asignaciones durante la primera noche de clase.



Descripción del proceso de evaluación:

1. La calificación final del curso se determinará, según el porcentaje que obtenga el

estudiante al demostrar que domina el contenido del curso (70%) y las habilidades

lingüísticas en inglés y español (30%), basado en el trabajo que realice en cada taller.

La competencia lingüística y el dominio del contenido del curso se evaluarán en cada

taller y asignación y al utilizar los recursos del E-Lab y realizar las actividades. Para

detalles, consulte la tabla de evaluación que se encuentra en la Guía de estudio.

El dominio del contenido del curso se evalúa a través de exámenes (dos

exámenes parciales, uno en inglés y uno en español o un examen final que

refleje 50 % en inglés y 50 % en español), asignaciones, proyectos, trabajos

escritos, presentaciones orales, ejercicios del Laboratorio de Idiomas y del E-

Lab, etcétera. La calificación deberá reflejar el 50 % de la evaluación en inglés

y el 50 % en español. El facilitador es responsable de evidenciar que dicho

requisito se cumplió.

Cuando se administren dos exámenes parciales, uno deberá ser en español,

durante un taller que se realice en español, mientras que el segundo deberá

ofrecerse en inglés, durante un taller que se imparta en inglés.

Cuando se administre un examen final solamente, este deberá brindarse en el

Taller Cinco; 50 % del examen será en español cuando están por concluir las

primeras dos horas del taller y 50 % será en inglés al principio de las últimas

dos horas del taller. De esta manera, se cumple con el requisito 50/50.

Además de los requisitos previos, debe evidenciarse que el 30 % de la

calificación incluye el dominio de las destrezas del lenguaje.

2. La naturaleza del Discipline-Based Dual Language Immersion Model® es

desarrollar y maximizar en nuestros estudiantes las destrezas de idioma y el

conocimiento de contenido para apoyarlos en el proceso de convertirse en futuros

profesionales bilingües. Por lo tanto, toda evaluación de destrezas escritas y orales

estará basada en un 30 % de idioma y un 70 % de contenido. El facilitador utilizará el

Apéndice A: National Proficiency Levels for Differentiated Instruction para identificar

los niveles de las destrezas de idioma (escuchar, hablar, leer y escribir) de cada



estudiante y planificar actividades de acuerdo con los niveles de medición de

habilidades (Can Do National Proficiency Levels).

Además, el facilitador es responsable de diferenciar sus métodos de enseñanza para

atender las necesidades específicas de cada alumno, de modo que maximice su

aprovechamiento académico. Por otro lado, usará los criterios de evaluación del

Apéndice B: Paragraph Construction Rubric, Apéndice C: The Writing Process Six-

Trait Analytic Writing Rubric y Apéndice F: Rúbrica de ensayo, para medir las

destrezas analíticas de escritura de los documentos que el alumno redacte.

3. Requisitos del Laboratorio de Idiomas y el E-Lab (Tell Me More, NetTutor,

herramientas de Blackboard Collaborate, e-libro, e-books y Biblioteca Virtual):

El Laboratorio de Idiomas y el E-Lab forman parte integral de la evaluación

semanal y final de las actividades y tareas del curso, tal y como aparecen en el

módulo o según sean asignadas por el facilitador.

El Apéndice D: Información Acerca del Laboratorio De Idiomas y el E-Lab

cuenta con información específica sobre los recursos del Laboratorio de

Idiomas y el E-Lab. Es responsabilidad del facilitador integrar el uso del

Laboratorio de Idiomas y el E-Lab en las asignaciones y actividades del

curso. El uso del Laboratorio de Idiomas y el E-Lab deberá completarse de

acuerdo con las especificaciones del facilitador, que estarán alineadas con el

contenido del curso.

Como parte de los criterios de evaluación de este curso, cada estudiante

completará la información del Apéndice E: Documentación del Laboratorio de

Idiomas/E-Lab y lo entregará al facilitador.

La sección de actividades del módulo tiene que integrar la utilización del

Laboratorio de Idiomas/E-Lab y basarse en tareas que provea el facilitador.

Abra una cuenta en Tell Me More y trabaje con los ejercicios interactivos

diseñados para mejorar/desarrollar las destrezas en los idiomas inglés y español.

Tome la prueba de aptitud de Tell Me More y complete los ejercicios

interactivos en el laboratorio de lenguaje que correspondan al nivel de inglés y

español que usted obtuvo.



4. Portafolio digital:

El portafolio digital es uno de los instrumentos de evaluación que mide el

rendimiento lingüístico y académico de los alumnos. Por tal razón, es esencial

que el facilitador documente el progreso del estudiante, a medida que vaya

dominando el contenido del curso. Igualmente, evidenciará la evolución de las

competencias lingüísticas en inglés y español.

El alumno es responsable de cumplir con los requisitos establecidos en el

Digital Performance Portfolio Assessment Handbook que se encuentra en

Blackboard.

En el Taller Uno, el facilitador discutirá detalladamente los procesos y las

expectativas relacionadas con el uso del portafolio digital para demostrar

progreso académico y lingüístico y para alcanzar la meta de convertirse en un

profesional bilingüe exitoso.

El facilitador deberá completar el formulario de retroalimentación del

estudiante-facilitador en o antes del Taller Tres.

El estudiante entregará su portafolio digital al facilitador en el último taller del

curso.

5. Exámenes parciales o examen final: Este curso requiere que se imparta(n) un examen

final o dos exámenes parciales (uno en inglés y uno en español), que forma(n) parte de

la calificación final. Dicho(s) examen/exámenes se ofrecerá(n) para medir los

conocimientos del contenido del curso, según los objetivos estipulados en el módulo, al

igual que la competencia lingüística en ambos idiomas; 50 % del examen final será en

español y 50 % será en inglés.

6. Asistencia y participación: Para aprobar la clase, la asistencia a cada taller es

obligatoria. Las ausencias afectarán la calificación final. En caso de ausencias

justificadas, el estudiante es responsable de comunicarse inmediatamente con el

facilitador y de reponer las asignaciones y el trabajo de la clase. Refiérase al Apéndice



G: Rúbrica de Participación en Clase para más información. También se evaluarán los

siguientes criterios:

Dominio de los temas que se discutan en clase

Cumplimiento de las tareas asignadas

Demostración de las destrezas adecuadas de comunicación

Participación y cumplimiento del trabajo colaborativo

Puntualidad en la entrega de los proyectos/asignaciones

Progreso lingüístico (inglés/español)

Uso de los recursos del E-Lab.

7. Diario autorreflexivo:

Como actividad de cierre de cada taller o como una actividad realizada durante

el taller, los estudiantes escribirán su diario autorreflexivo que se encuentra

Apéndice I: Autorreflexión. También podrán redactar su composición en torno

al tema que determine el facilitador, de manera que demuestre el aprendizaje de

los conceptos del taller. Refiérase a la Tabla de Evaluación que se encuentra en

la Guía de estudio. Utilice la rúbrica que se encuentra en el Apéndice C: The

Writing Process Six-Trait Analytic Writing Rubric.

Descripción de las normas del curso:

1. Este curso sigue el modelo Discipline-Based Dual Language Immersion Model® del

Sistema Universitario Ana G. Méndez, Inc., el cual está diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller se brindará en

inglés o español, utilizando el modelo 50/50. Esto significa que cada clase deberá

conducirse enteramente en el lenguaje que se especifique. Los idiomas se alternarán en

cada taller para asegurar que el curso se ofrezca 50 % en inglés y 50 % en español. No

obstante, en cursos de 5 o 15 semanas, en la última semana se dividirá el tiempo y las

actividades equitativamente entre ambos idiomas. Las primeras dos horas se

realizarán estrictamente en español y durante las últimas dos horas solo se

hablará inglés. El modelo bilingüe no aplica a los cursos de idiomas (inglés y

español). Por ende, estos cursos se dictan exclusivamente en el idioma de instrucción.



2. El curso se conduce en formato acelerado y bilingüe. Esto requiere que los

estudiantes sean sumamente organizados, se enfoquen y se preparen antes de cada taller

de acuerdo con el módulo. El alumno debe hacer todo el esfuerzo posible para

desarrollar las destrezas en los dos idiomas y usar los recursos de lenguaje que están

disponibles dentro y fuera de la institución. Convertirse en un profesional bilingüe es

un proceso complejo. Cada taller requiere un promedio de veinte horas o más de

preparación, dependiendo del nivel del dominio de las destrezas lingüísticas que posee

el estudiante.

3. La asistencia a todos los talleres es obligatoria. El alumno que se ausente a un taller

deberá presentar una excusa (por ejemplo, médica o de tribunal) válida al facilitador.

Este evaluará si la ausencia es justificada y decidirá cómo el estudiante repondrá el

trabajo perdido, de ser necesario. El facilitador puede permitirle al estudiante reponer

el trabajo o asignarle uno adicional. Todas las tareas asignadas deben completarse y

entregarse antes de que inicie el próximo taller y en la fecha estipulada.

El facilitador ajustará la calificación de las tareas que el alumno reponga. No obstante,

las presentaciones orales y actividades especiales no se pueden reponer. El facilitador

citará al estudiante para que tome un examen escrito de la actividad a la cual no asistió.

Dicha prueba deberá evaluar el contenido y los componentes del lenguaje de la

presentación oral o la actividad que el alumno no pudo realizar.

4. Los estudiantes recibirán dos calificaciones en actividades grupales, una por el trabajo

en grupo y otra por trabajo individual.

5. Se espera que todo trabajo escrito sea de la autoría original de cada estudiante y no

plagiado. Se debe entender que todo el contenido del escrito está citado/parafraseado

apropiadamente y da crédito al autor original. Todo estudiante debe ser el autor de su

propio trabajo, basado en el estudio y la citación de fuentes confiables. Wikipedia y

otras páginas wiki (colaborativas) no son referencias confiables. Para reducir/evitar



esta práctica, se utilizará SafeAssignTM

de Blackboard, sistema que verifica la

autoría de los documentos que generan los estudiantes. Esto implica que cada

alumno es responsable de leer la política de plagio de su universidad. Si usted es

estudiante de UT, deberá leer la sección 11.1 del Manual del Estudiante. Si es alumno

de la UMET o UNE, refiérase al capítulo 13, secciones 36 y 36.1 de los respectivos

manuales.

Se espera un comportamiento ético en todas las actividades del curso. De manera que

todos los trabajos tienen que ser originales y que a toda referencia que reseñe, le

acompañará la fuente correspondiente, como citas y la página de referencias. No se

tolerará el plagio. En caso de que se detecte plagio, el estudiante se expone a recibir

cero en el trabajo y a ser referido al Comité de Disciplina de la institución. Todos los

alumnos deben cumplir todas las prácticas dirigidas a evitar el plagio de documentos,

ideas y trabajos, pues va en contra de la ética profesional.

NOTA ACLARATORIA: El Sistema Universitario Ana G. Méndez (SUAGM)

respeta las leyes de derechos de autor y bajo ningún concepto promueve el plagio en

ninguna de sus manifestaciones. A tales efectos, el SUAGM desalienta que tanto

estudiantes, empleados, contratistas, síndicos, así también el público general copien,

peguen, compartan, imiten o parafraseen cualquier material protegido por las leyes de

autor, sin adjudicar la fuente de información, independientemente de su formato.

Si el módulo del curso no ha sido revisado en los últimos tres años, se requiere que

el profesor revise las actividades, enlaces, asignaciones y actualice cualquier

información obsoleta por lecturas más recientes y relevantes al curso. Este proceso

deberá llevarse a cabo en las tres semanas que preceden el primer día de clases, con la

autorización previa del director académico del campus y copia de la notificación al

director corporativo de servicios de aprendizaje. El facilitador es responsable de

entregar copia del documento, con los cambios y aprobaciones, al estudiante.



6. El facilitador establecerá los medios de comunicación para contactar a los alumnos y

proveerá su correo SUAGM electrónico, teléfonos y su horario disponible para ayudar

al estudiante.

7. El uso de celulares está prohibido durante las sesiones de clase; por lo tanto, deberá

permanecer en vibración o en silencio.

8. Por motivo de seguridad, solo se permitirá que los alumnos matriculados en el curso

tengan acceso a la sala de clase.

9. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que

rigen al Sistema Universitario Ana G. Méndez.

Nota: Si por alguna razón el estudiante no puede acceder los enlaces electrónicos que

recomienda el módulo, deberá informarlo al facilitador y buscar otras fuentes de

información. Existen otros motores de búsqueda y sitios web que podrá utilizar para

buscar los datos que necesita. Entre ellos están:

www.google.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


Para acceder vídeos, puede visitar los siguientes sitios web:

ustream.tv

sedueradio.com

videoblocks.com

youtube.com

vimeo.com

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.ustream.tv/

http://www.sedueradio.com/

http://www.videoblocks.com/

http://www.youtube.com/

http://www.vimeo.com/



skype.com (por solicitud y coordinación previa)

Para comprar o alquilar libros de texto o referencias nuevas o usadas, puede acceder:

http://www.chegg.com/ (alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/ (compra)

Estas son solo algunas de las muchas compañías donde puede comprar o alquilar libros.

Cumplimiento de la ley de investigación

Los alumnos y miembros de la facultad, que pertenezcan a cursos que requieran realizar un

estudio/investigación o administrar cuestionarios o entrevistas, deberán referirse a las normas y

procedimientos de la Oficina de Cumplimiento y solicitar autorización.

En los campus de Florida, Maryland y Dallas, deberán contactar al director académico o el

representante institucional del IRB del campus. Todo estudiante que tenga que realizar una

investigación, como parte de un curso académico, deberá certificarse en los procesos de

investigación del IRB.

Para acceder los formularios de la Oficina de Cumplimiento, e información pertinente, visite el

enlace: http://www.suagm.edu/ac_aa_re_ofi_comites_irbnet.asp. Ahí puede seleccionar los

formularios que necesite.

Para obtener las certificaciones de investigación en línea, tanto el estudiante como el

facilitador deberán acceder las instrucciones del siguiente enlace:

http://www.suagm.edu/pdf/Instrucciones%20Certificaciones%20IRBNet.pdf.

Las certificaciones incluyen: IRB (Human Subject Research), HIPAA (Confidencialidad y

Privacidad), RCR (Responsible Conduct of Research) y otras que el facilitador del curso podría

solicitar.

De tener alguna duda, favor de comunicarse con el director académico o representante

institucional del IRB del campus.

http://www.skype.com/

http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/

http://www.suagm.edu/ac_aa_re_ofi_comites_irbnet.asp

http://www.suagm.edu/pdf/Instrucciones%20Certificaciones%20IRBNet.pdf



Además, puede comunicarse con la directora de cumplimiento o con los coordinadores de

cumplimiento:

Evelyn Rivera Sobrado, directora de cumplimiento

Tel. (787) 751-0178 ext. 7196

Carmen C. Crespo Díaz, coordinadora de cumplimiento – UMET

Tel. (787) 751-0178 ext. 6366

Josefina Melgar Gómez, coordinadora de cumplimiento – UT

Tel. (787) 743-7979 ext. 4126

Natalia Torres Berríos, coordinadora de cumplimiento – UNE

Tel. (787) 257-7373 ext. 2279

Ramón L. Nieves, coordinador de cumplimiento – SUAGM - EE. UU.

Tel. (407) 207-3363 Ext. 1889

Filosofía y metodología educativa

Este curso está basado en la filosofía educativa del constructivismo. El constructivismo es una

filosofía de aprendizaje fundamentada en la premisa que afirma que, reflexionando a través de

nuestras experiencias, podemos construir nuestro propio entendimiento sobre el mundo en el

que vivimos.

Cada uno de nosotros genera sus propias “reglas” y “modelos mentales” que utilizamos para

darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de

ajustar nuestros modelos mentales para poder entender nuevas experiencias.

Los facilitadores se enfocan en ayudar a los estudiantes a conectar el conocimiento previo y el

nuevo aprendizaje con las experiencias reales de la vida. De esta manera, se fomenta un nuevo

entendimiento que es relevante para los alumnos. También, los facilitadores adaptan las

estrategias de enseñanza a las respuestas de los estudiantes y los motivan para que analicen,

interpreten y predigan información de manera que la apliquen a la vida diaria.



Principios del constructivismo:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar

con situaciones en las cuales los estudiantes estén buscando activamente construir un

significado.

2. Para construir un significado, se requiere comprender todas las partes: globales y

específicas (from whole to parts). Las partes deben de entenderse dentro de un contexto

global. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios en

contexto global y no en hechos aislados.

3. Para educar correctamente, se debe entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos

modelos.

4. El propósito del aprendizaje es para que un individuo construya su propio significado y no

solo el de memorizar las respuestas “correctas” y repetir el significado que otra persona le

haya dado. Como la educación es intrínsecamente interdisciplinaria, la única forma válida

para asegurar el aprendizaje es hacer de la evaluación una parte esencial de dicho proceso,

asegurando que el mismo provea a los estudiantes información sobre la calidad de su

aprendizaje.

5. La evaluación debe servir como una herramienta de autoanálisis.

6. Se proveerán las herramientas y el ambiente adecuado que ayuden a los alumnos a

interpretar las múltiples perspectivas que existen en el mundo.

7. El estudiante maneja y analiza su propio aprendizaje.



Modelo de instrucción constructivista de las 5E:

El modelo de instrucción constructivista de las 5E, que se ha utilizado desde finales del 1980,

se basa en la utilización de los materiales curriculares. El modelo se clasifica bajo la teoría de

enseñanza constructivista (Bybee, 2006). Cada elemento de este modelo se elabora

cuidadosamente para promover la construcción del conocimiento del estudiante.



Técnicas de aprendizaje de colaboración en grupo en el salón de clase bilingüe:

Las investigaciones en el área de instrucción colaborativa han demostrado que cuando los

estudiantes bilingües, y otros alumnos en general, utilizan las técnicas del cooperativismo en

las actividades del salón de clase, realizan mejor sus exámenes, construyen conocimiento y

transfieren sus experiencias a situaciones de la vida real.

1. ¿Qué es aprendizaje de colaboración?

2. ¿Por qué se utiliza?

3. ¿Cómo se aplica en el salón de clase?

4. ¿Cuáles son algunas técnicas/estrategias de aprendizaje de colaboración?

a. Discusión:

i) Pensar-Parear-Compartir

ii) Entrevista de tres pasos

b. Enseñanza recíproca - explicar, proveer retroalimentación y entender perspectivas

alternas:

i) Tomar apuntes en parejas

ii) Rompecabezas

c. Organizador gráfico - descubrimiento de patrones y relaciones:

i) Cuadrícula de grupo

ii) Cadena de secuencia

d. Escribir - organización y síntesis de la información:

i) Ensayo didáctico

ii) Revisión en parejas

e. Resolver problemas - desarrollo de estrategias y análisis:

i) Enviar un problema

ii) Three-Stay, One Stray

Para más estrategias de instrucción colaborativa, vaya a:

http://serc.carleton.edu/introgeo/cooperative/index.html

http://www.kaganonline.com/free_articles/dr_spencer_kagan/279/Kagan-Structures-

for-English-Language-Learners


http://www.kaganonline.com/free_articles/dr_spencer_kagan/279/Kagan-Structures-for-English-Language-Learners




Método de instrucción del modelo bilingüe:

El currículo del modelo bilingüe integra el SIOP, por sus siglas en inglés: Sheltered

Instruction Observation Protocol.

El alumno se expondrá a los ocho componentes interrelacionados de SIOP para facilitar una

instrucción comprensible. Estos componentes son:

1. Preparación de la lección – Consiste en elaborar una lección que permita que el

estudiante pueda conectar lo que sabe con sus experiencias y la información

nueva.

2. Conocimientos previos – Los conceptos que aprenderán deben estar

relacionados directamente con las experiencias del estudiante.

3. Instrucción comprensible – El facilitador deberá utilizar un vocabulario

académico de acuerdo con el nivel de conocimiento del alumno.

4. Estrategias – Son técnicas, métodos y procesos mentales que mejoran la

comprensión y retención del material.

5. Interacción – La oportunidad de que los estudiantes utilicen el idioma de

múltiples formas a través de las áreas de contenido.

6. Práctica/aplicación – Oportunidades para utilizar materiales didácticos y

practicar el contenido.

7. Desarrollo de la lección – El facilitador desarrollará los objetivos de lenguaje y

contenido a través de la lección y creará oportunidades para involucrar al

alumno en el proceso de aprendizaje.

8. Repaso/evaluación – Se realiza a lo largo de la lección para determinar si el

alumno adquirió el conocimiento.

Las estrategias de instrucción están ligadas a cada uno de estos componentes, lo que permite

que tanto el diseño como la presentación de las lecciones respondan a las necesidades

académicas y lingüísticas de los alumnos que aprenden un segundo idioma. Cada lección de



este curso integra estrategias bilingües y enfoques de instrucción que garantizan el éxito

lingüístico y académico de los estudiantes.

Expediting Comprehension for English Language Learners (ExC-ELL):

Componente: Vocabulario

Existen tres niveles de palabras que afectan la comprensión y el rendimiento académico

(Calderón, 2011).

Nivel 1: Se refiere a las palabras básicas que los aprendices de un segundo idioma necesitan

para comunicarse, leer y escribir. Este nivel incluye los vocablos que deben enseñarse debido a

la naturaleza de su ortografía (hacienda, hipopótamo), pronunciación o confusión con los

homófonos (vez y ves; hablando y ablando; sierra y cierra), falsos cognados (éxito;

embarazada; suceso) y conocimientos previos (rascacielos; cortadora de césped).

Nivel 2: Trata acerca del procesamiento de los vocablos que alberga el Nivel 3 en oraciones

largas, palabras polisémicas (con múltiples significados), homónimos (casa y caza),

homógrafos (arroyo y arrollo), palabras/frases de transición (sin embargo; al igual que; por

ejemplo), conectores lingüísticos de causa y efecto (porque; debido a; como resultado; por

ende; en consecuencia). También se incluyen aquellas frases de transición que se usan para

contrastar (a diferencia de; por el contrario; no obstante), para añadir ideas (además; aparte de;

también) y para comparar (así como; del mismo modo). Además, se consideran los grupos de

palabras (alcance y secuencia; lenguaje académico), los modismos o frases idiomáticas (dar en

el clavo, ponerse en sus zapatos, con la soga al cuello) y las palabras más sofisticadas, que son

apropiadas para las discusiones y descripciones específicas (ejemplos de especificidad para

"hablar": discutir, declarar, conversar).

Nivel 3: Se centra en palabras, de temas específicos, que definen los conceptos de contenido de

una disciplina, materias y temas. Estos vocablos académicos se utilizan con poca frecuencia,

fuera del contexto académico. Algunos ejemplos son: fotosíntesis, farmacología, democracia,

hemorragia, ósmosis y autismo.

El facilitador seleccionará tres palabras del Nivel 1 que dificultarán la comprensión de los

vocablos del taller que requiera las del Nivel 2. Escoja tres palabras del Nivel 3, que sean

críticas para comprender y aprender los conceptos del taller.

Las palabras del Nivel 1 deben abordarse según aparecen en las actividades de enseñanza y

aprendizaje en el aula.

Nivel 1

Palabas básicas Nivel 2

Palabras sofisticadas, modismos y

frases de transición

Nivel 3

Palabras académicas



Componentes de SIOP (Sheltered Instruction Observation Protocol):

Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-E).

Estas estrategias permiten diseñar e impartir una lección que responda a las necesidades

académicas y lingüísticas de los estudiantes que aprenden un segundo idioma. El facilitador

debe seleccionar las estrategias de Enfoque Académico Cognitivo de Aprendizaje de Idioma

(Cognitive Academic Language Learning Approach, conocido como CALLA por sus siglas

en inglés), que mejor correspondan a los objetivos específicos de contenido y lenguaje del

taller, para integrarlas en las actividades de manera que los alumnos puedan obtener el máximo

provecho académico.

Fase 1: Enfocar (Refiérase al diagrama del modelo de instrucción constructivista de las

5E.)

A. Preparación de la lección B. Andamiaje (Scaffolding)

__ Adaptación de contenido __ Modelaje

__ Enlaces con el conocimiento previo __ Práctica dirigida

__ Enlaces con el aprendizaje previo __ Práctica independiente

__ Estrategias incorporadas __ Entrada (input) comprensible

Fase 2: Explorar; Fase 3: Explicar; Fase 4: Extender (Refiérase a las explicaciones de

estas tres etapas de la lección).

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

El facilitador debe especificar las estrategias que usará en cada lección y explicarlas a

los estudiantes.

Nombres de las estrategias:

__ Cognitiva 1)___________________ 2)__________________

__ Metacognitiva 1)___________________ 2)__________________

__ Socioafectiva 1)___________________ 2)__________________

C. Opciones de agrupamiento D. Integración de las artes del lenguaje

__ Grupo completo __ Escuchar

__ Grupos pequeños __ Hablar

__ Trabajo en pares __ Leer

__ Trabajo independiente __ Escribir

El facilitador debe explicar las técnicas de colaboración que utilizará en clase.

Fase 5: Elaboración (Refiérase a la explicación de esta etapa de la lección.)

E. Aplicación de aprendizaje

__ Dinámica

__ Significativa y relevante

__ Rigurosa

__ Vinculada a los objetivos

__ Promueve la participación



STUDY GUIDE

Course Title: Quantitative Methods of Accounting

Code: ACCO 110

Credits: Three

Time Length: Five Weeks

Prerequisite: None

Description: This course, ACCO-110, Quantitative Aspects of Accounting, explores the

general concepts of arithmetic and elementary algebra and how they apply to everyday

situations that occur in different areas of a business. Some of the mathematical concepts and

methods used in the process of analyzing and understanding the trends of a business include,

among others, the following: use of percentages, rounding, trade discounts, cash discounts,

commissions, markup, simple interest, compound interest, present value, discounting

commercial, payroll deductions, inventory, and depreciation credits. The course provides

general mathematics and basic algebra concepts to empower students with the knowledge and

necessary tools needed for the decision-making process. These methods are used to analyze

data, predict trends, and to analyze and understand the market.

General Content Objectives:

Upon completing this course, the student will be able to:

1. Utilize quantitative concepts necessary for decision-making and to solve business

situations.

2. Use the scientific or business calculator as a tool to perform the necessary

calculations required by applications when dealing with trade situations.

3. Manage checking accounts and calculate basic payroll deductions.

4. Determine the net price of an item after a series of trade discounts.

5. Determine the price of an item for sale after eliminating profit margins and sales.

6. Use the compound interest formulas and apply them to situations related to loans,

mortgages, savings accounts, and credit card formulas.

7. Calculate the present value or future value of a specific amount or an annuity table

using proper functions or mathematical formulas.



General Language Objectives

Upon completing this course, the student will be able to:

1. Listen: Understand oral discussions in English/Spanish and recognize their different

purposes and the communication settings in which they are produced. In addition,

share, compare, and develop new ideas about quantitative aspects of accounting in a

collaborative manner; acquire significant knowledge supported by experiences and

motivational topics; respond to auditory stimuli such as videos, audiovisual

presentations and interactive activities.

2. Speak: Express him/herself in English/Spanish correctly and coherently for a variety of

purposes and in a variety of communication settings, adopting a personal style of

expression; analyze, express opinions, and communicate orally different points of view

and ideas. In addition, develop abilities and skills that will prepare him/her for

academic and daily life and the workplace; use language to acquire new knowledge

about quantitative aspects of accounting and learn to utilize simple techniques of

handling information through traditional media and computer technology.

3. Read: Investigate, analyze, interpret, summarize, paraphrase, and understand in

English/Spanish information obtained from a variety of media on quantitative aspects

of accounting. In addition, develop critical attitudes towards communication media

messages, reflecting on the importance of this information; benefit independently from

reading as a form of communication and as a source of cultural enrichment.

4. Write: Produce written works in English/Spanish expressing a personal, critical and

creative point of view, using correct spelling, grammar, and coherence in order to

establish an effective and clear communication. In addition, use writing as a means of

communication and to provide information about quantitative aspects of accounting.



APA Requirements (6th edition) to cite books used in the course:

Use APA style (6th edition) to cite recommended books and resources.



Recommended Texts:

American Psychological Association. (2009). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author.

(ISBN-10: 1433805618; ISBN-13: 978-1433805615)

Cleaves, C., Hobbs, M. & Noble, J. (2011). Business mathematics. (9th ed.). Prentice Hall.

ISBN: 978-0135108178

Clendenen, G., Salzman, S.A., and Miller, C. D. (2011). Business mathematics (12th ed.).

Boston, MA: Allyn & Bacon. (ISBN-13: 978-0135109786)

Deitz, J. E. Contemporary Business Mathematics for Colleges. (16th ed.). Mason: Cengage

Learning, 2013. (ISBN: 9781111821326)

Glencoe. (2009). Math for personal and business finance student edition (1st ed.). New York:

McGraw-Hill. (ISBN-13: 978-0078805059)

Slater, J. (2010). Practical business math procedures (10th ed.). New York: McGraw-Hill.

(ISBN-13: 978-0077398286)

Recommended E-Book(s)

Jimeno, M. J. P. (2012). Los mercados financieros y sus matematicas: Una guia teorica y

practica para comprender las matematicas de los mercados. Madrid : Delta, Publicaciones

Universitarias.





Suggested Websites:

Purplemath – Your Algebra Resource


Virtual Library


Description of the Evaluation:

Evaluation Table

The final grade is based on the total points by workshop (30% for languages and 70% for

the content area.) Average the final grade based on the criteria that appears to the left in

the chart (the final grade represents 50% for the Spanish language and 50% for the

English language.)

Criteria Workshops Points Percentage

Attendance and Participation 1 to 5 100

10%

Language Lab and E-Lab (Usage

of E-Lab resources for homework

and activities of the course

according to the module or as

provided by the facilitator.)

1 to 5 100 20%

Written Works (Self-reflections,

Essays, Paragraphs, and Others)*

1 to 5 100 15%

Individual/Group Oral

Demonstrations, Role Plays, and

Audiovisual Presentations*

As Determined

by the

Facilitator

100 15%

Digital Portfolio

(Students can access the handbook

in Blackboard and use the rubrics

available in the handbook or in the

module appendix section as

applicable.)

5 100 20%

Two Partial Tests, one in

Workshop Three in Spanish and

one in Workshop Five in English

As Determined

by the

Facilitator

50 and 50

or

20%





during the last two hours of the

class)

or

One Final Exam in Workshop Five

(50% in Spanish towards the end of

the first two hours of the workshop

and 50% in English at the

beginning of the last two hours of

the workshop)

100

Total 600

(maximum

number of

points)

100%

*Facilitators and students are required to use the rubrics provided in the Appendix

Section of the course module for the evaluation of assignments and activities in each

workshop. The facilitator will evaluate the activities of each workshop based on 30% for

language activities and 70% for content activities. The activities must be at a college level

in both languages to support the development of bilingual professionals. The final grade

of the class must reflect 50% for activities in English and 50% for activities in Spanish.

Scale for the Final Course Grade

A = 100 - 90 B = 89 - 80 C = 79 – 70 D = 69 - 60 F = 59 or less

Method of Evaluation: The facilitator will provide specific information regarding

assignments on the first night of class.

Description of the Evaluation Process:

1. The final grade for the course is determined by the percentage obtained by the student

for the demonstration of learning of the course content and achievement of course

outcomes (70%), as well as for the mastery of language skills in English and Spanish

(30%). Course content mastery and language proficiency will be evaluated based on



the work completed in each workshop, including assignments, the use of E-Lab

resources, and activities. Refer to the evaluation table that is found in the Study Guide.

Students’ knowledge of the course content is measured by means of exams (two

partial tests, one in English and one in Spanish or one final exam, 50% in

English and 50% in Spanish), assignments, projects, written works, oral

presentations, Language Lab/E-Lab exercises, and others. The grade must

reflect 50% of the evaluation in English and 50% in Spanish. It is the

facilitator’s responsibility to have evidence that this requirement was fulfilled.

When two partial tests are administered in a course, one test must be

administered in Spanish during a workshop that is conducted in Spanish, and

the other test must be administered in English during a workshop that is

conducted in English.

When a final exam is given in Workshop Five, 50% of the exam must be

administered in Spanish towards the end of the first two hours of the workshop,

and 50% must be administered in English at the beginning of the last two hours

of the workshop, thus complying with the 50/50 requirement.

In addition to the previous requirement, there must be evidence that 30% of the

grade demonstrates mastery of language skills.

2. Our Discipline-Based Dual Language Immersion Model® is designed to develop

and maximize language skills and content knowledge in our students in order to

optimize their abilities to support them in the process of becoming future dual language

professionals. Therefore, all evaluations for written and oral skills will be based on

30% for language and 70% for content. The facilitator must refer to Appendix A: The

National Proficiency Levels for Differentiated Instruction to identify each student’s

level of language skills (listen, speak, read, and write) based on the Can Do National

Proficiency Levels.

Furthermore, it is the responsibility of the facilitator to use differentiated instruction in

order to meet the language needs of each student and to ensure maximum learning and

academic performance. In addition, the criteria found in Appendix B: Paragraph



Construction Rubric, Appendix C: The Writing Process Six-Trait Analytic Writing

Rubric, and Appendix F: Essay Rubric will be used to evaluate writing skills.

3. Language Lab and E-Lab Requirements (Tell Me More, NetTutor, Blackboard

Collaborate tools, e-libro, e-books, and Virtual Library):

The Language Lab and the E-Lab are an integral part of the course weekly

evaluations and the final evaluation of activities and assignments of the course,

according to the module or as assigned by the facilitator.

Specific information about the Language Lab/E-Lab resources is found in

Appendix D: Language Lab and E-Lab Information. It is the facilitator’s

responsibility to integrate the use of the Language Lab/E-Lab in the course

assignments and activities. The Language Lab/E-Lab hours must be

completed according to the facilitator’s specifications which must be aligned to

the course content.

Each student must fill out the documentation form found in Appendix E:

Language Lab/E-Lab Documentation and submit it to the facilitator as part of

the evaluation criteria for this course.

The activities section of the guide must integrate practice in the Language

Lab/E-Lab, based on assignments given by the facilitator.

Open a Tell Me More account and begin working on the interactive exercises

designed to develop/improve the English and Spanish language skills. Take the

Tell Me More language placement test and, based on your score, complete the

interactive exercises in the Language Lab that correspond to your level of

English and Spanish.

4. Digital Portfolio:

The digital portfolio is one of the tools used to assess students’ linguistic and

academic progress. For this reason, it is imperative that the facilitator

documents students’ progress as they achieve mastery of the course content, as

well as language proficiency in English and Spanish.



It is the student’s responsibility to ensure that the portfolio complies with the

established standards and requirements found in the Digital Performance

Portfolio Assessment Handbook. Students can access the handbook in

Blackboard.

During Workshop One, the facilitator will discuss in detail the process and

expectations regarding the use of the digital portfolio to demonstrate linguistic

and academic progress in order to achieve the goal of becoming a successful

dual language professional.

By Workshop Three, the Student-Facilitator Feedback Form must be completed

by the facilitator.

The completed digital portfolio must be submitted by the student to the

facilitator in the last workshop of the course.

5. Two Partial Tests or Final Exam: This class requires that two partial tests (one in

Spanish and one in English) or one final exam (50% of the final exam in Spanish and

50% in English) be included in the final evaluation. These tests/exam will be

administered to measure content knowledge according to the course objectives as

stipulated in the module, as well as linguistic proficiency in both languages;

6. Attendance and Class Participation: Attendance to every workshop is mandatory to

pass the class, and absences will affect the final grade. In the event that the absence is

excused, it is the student’s responsibility to immediately contact the facilitator. In

addition, the student must complete all the assignments and classwork for the day of

absence. Refer to Appendix G: Class Participation Rubric for additional information.

The following criteria will also be evaluated:

mastery of the material discussed in class,

completion of assigned work,

demonstration of adequate communication skills,

effective participation in collaborative tasks,

submission of all work on time,



linguistic progress in both English and Spanish, and

use of the E-Lab resources.

7. Self-reflection Journal:

As a lesson wrap-up or as an activity within the workshop, students will write a

self-reflection on a topic found in Appendix I: Self-Reflection or on another

topic determined by the facilitator. In this manner, students will demonstrate

understanding of the concepts of the workshop. Refer to the evaluation chart

that is found in the Study Guide. Utilize the rubric in Appendix C: The Writing

Process Six-Trait Analytic Writing Rubric to evaluate the Self-Reflection

Journal.

Description of Course Policies:

1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-Based Dual

Language Immersion Model® which is designed to promote each student’s development

as a dual language professional. Each workshop will be facilitated in either English or

Spanish, strictly using the 50/50 model. This means that each class will be conducted

entirely in the language specified for the workshop. The language used in each workshop

will be alternated to ensure that 50% of the course is conducted in English and 50% in

Spanish. Therefore, in courses of 5 or 15 weeks, the course module will specify that both

languages will be equally used in the last week, dividing the workshop assignments and

activities between the two languages. The first two hours will be conducted strictly in

Spanish and only English will be spoken during the last two hours. The delivery of

instruction in language courses must be exclusively in the language taught (Spanish or

English).

2. The course is conducted in an accelerated and dual language format. This requires that

students prepare in advance for each workshop according to the course module. Students

must be structured, organized, committed, and focused to ensure linguistic and academic

success. In order to achieve proficiency expectations in English and in Spanish, the student

must strive to take advantage of all language resources in the university and in their



community, since becoming a dual language professional is a complex and challenging

task. Each workshop requires an average of twenty hours or more of preparation,

depending on the student’s development of linguistic achievement.

3. Attendance to all class sessions is mandatory. A student who is absent to a workshop must

present a reasonable excuse (e.g., medical or jury duty) to the facilitator who, in turn, will

evaluate the reason for the absence. If it is justified, the facilitator will decide how the

student will make up the missing work, if deemed necessary. All assignments must be

completed and handed in prior to the next workshop or on the date stipulated by the

facilitator.

The facilitator will adjust the grade for late assignments and/or make-up work. However,

oral presentations and special class activities cannot be made up. The facilitator will

indicate a date for the student to take a written test that will measure both the content and

linguistic components of the missing presentation or activity.

4. In cooperative learning activities, students will receive two grades: one for group work and

one for the individual work performed.

5. It is expected that all written work will be solely that of the student and should not be

plagiarized. All quoted or paraphrased material must be properly cited, with credit given to

its author or publisher. That is, the student must be the author of all work submitted, based

on research and citations of reliable sources. Wikipedia and other wiki pages

(collaborative) are not reliable references. It should be noted that plagiarized writings are

easily detectable and students should not risk losing credit for material that is clearly not

their own. In order to reduce/prevent plagiarism, facilitators will use SafeAssignTM, a

Blackboard plagiarism deterrent service used to verify students’ ownership of written

works. Therefore, it is the students’ responsibility to read the plagiarism policy of their

institution. If you are a UT student, read Section 11.1 of the Student Manual. If you are a

UMET or UNE student, refer to Chapter 13, Sections 36 and 36.1 of the respective

manuals.



Ethical behavior is expected from students in all course-related activities. This means that

all papers submitted by students must be original work and that all references used must be

properly cited and mentioned in the bibliography. Plagiarism will not be tolerated. In the

event that a student commits plagiarism, he/she risks receiving a zero in the assignment or

activity and being referred to the Discipline Committee. All students must comply with all

policies aimed at preventing plagiarism of documents, ideas and works, since this violates

professional ethics.

EXPLANATORY NOTE: The Ana G. Méndez University System (SUAGM) respects all

copyright laws and, under no circumstances, promotes plagiarism in any form. To this end,

SUAGM discourages students, employees, contractors, trustees, as well as the general

public, from copying, sharing, imitating, or paraphrasing any material protected by

copyright laws, without appropriately citing the source of information and/or the source

being referred to, irrespective of the format of the material.

If the module has not been revised in the last three years, the facilitator is required to

revise the activities, electronic links, assignments, and any other information that may

be obsolete. This may include adding or revising more recent readings relevant to the

course. This process needs to occur at least three weeks prior to the beginning of the

workshop, and it must be authorized by the academic director of the campus with copy to

the corporate learning services director. It is the facilitator’s responsibility to provide

students with the document that includes all the changes made to the module.

6. In order to help the students more effectively and establish a means of contacting students,

the facilitator will provide his/her SUAGM e-mail address, phone number, hours to be

contacted, and days available.

7. The use of cellular phones is prohibited during class sessions. Therefore, it must be on

vibrate or silent mode during the class session.



8. For security reasons, only students registered in the course are permitted to enter the

classrooms.

9. All students are subject to the behavior policies and norms that govern the Ana G. Méndez

University System.

Note: If for any reason the student cannot access the links presented in the module, he/she

should notify the facilitator immediately and research other sources of information. There are

many other search engines and links that can be used to conduct research. Some examples are:

www.google.com



www.eric.ed.gov/

www.flelibrary.org/


Visit the following websites to access videos:

ustream.tv

sedueradio.com

videoblocks.com

youtube.com

vimeo.com

skype.com (upon request and prior coordination)

Access the following links to buy or rent new or used textbooks or references:

http://www.chegg.com/ (rent)

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)

These are only some of the companies where books may be bought or rented.


















Research Law Compliance Requirement

For all courses that require research, questionnaires or interviews, students and faculty must

comply with the norms and procedures of the Institutional Review Board (IRB) Office and

request authorization.

In the Florida, Maryland, and Texas campuses, they must contact the academic director or the

IRB institutional representative. All students who must conduct an investigation as part of a

course must be certified in IRB investigation processes.

To access the forms from the IRB Office or for additional information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_comites_irbnet.asp, and select the forms needed.

In addition, the student and the facilitator will find instructions for several online certifications

related to IRB processes by accessing the following link:

http://www.suagm.edu/pdf/Instrucciones%20Certificaciones%20IRBNet.pdf.

These certifications include: IRB (Human Subject Research), HIPAA (Health Insurance

Portability and Accountability Act), RCR (Responsible Conduct of Research), and others that

may be required by the facilitator of the course.

To clarify doubts or questions, please contact the academic director or the IRB institutional

representative of your campus.

In addition, you may contact the IRB compliance director or coordinators:

Evelyn Rivera Sobrado, IRB Compliance Director

Tel. (787) 751-0178 ext. 7196

Carmen C. Crespo Díaz, IRB Coordinator– UMET

Tel. (787) 751-0178 ext. 6366

Josefina Melgar Gómez, IRB Coordinator – UT

Tel. (787) 743-7979 ext. 4126

Natalia Torres Berríos, IRB Coordinator - UNE

Tel. (787) 257-7373 ext. 2279





Ramón L. Nieves, IRB Coordinator – SUAGM - USA

Tel. (407) 207-3363 Ext. 1889

Teaching Philosophy and Methodology

This course is based on the educational philosophy of Constructivism. Constructivism is an

educational philosophy founded on the premise that, by reflecting on our experiences, we

construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models” which we use to make sense of our

experiences. Learning, therefore, is simply the process of adjusting our mental models to

accommodate new experiences.

Facilitators are focused on assisting students to make connections between their prior

knowledge, new knowledge and real life experiences, thus fostering a new understanding that

is relevant to them. We also attempt to tailor our teaching strategies to students’ responses and

encourage them to analyze, interpret, and predict information that can be applied to one’s daily

life.

Constructivism Guiding Principles:

1. Learning is a search for meaning. Therefore, learning must start with the issues around

which students are actively trying to construct meaning.

2. Constructing meaning requires understanding the “whole” as well as the “parts.” The

“parts” must be understood in the context of the “whole.” Therefore, the learning process

focuses on primary concepts in context, not isolated facts.



3. In order to teach well, we must understand the mental models that students use to perceive

the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not just

memorize the "right" answers and repeat someone else's meaning. Since education is

inherently interdisciplinary, the only valuable way to measure learning is by making

assessment an essential part of the learning process, thus ensuring that it provides students

with information on the quality of their learning.

5. Evaluations should serve as self-analysis tools.

6. The adequate tools and environment that help learners interpret the multiple perspectives of

the world will be provided.

7. Learning should be internally controlled and mediated by the learner.

Scale: A = 100 - 90 B = 89 - 80 C = 79 – 70 D = 69 - 60 F = 59 or less

METHOD OF EVALUATION: The facilitator will provide specific information regarding

assignments on the first night of class.



Description of the Evaluation Process:

1. The final grade for the course is determined according to the percentage obtained by

the student for demonstration of learning and achievement of course outcomes and the

learning and mastery of language skills (English and Spanish). The student’s final

grade will reflect 30% for language proficiency and 70% for mastery and application of

content knowledge.

Students’ knowledge of the course content is measured by means of exams,

assignments, projects, written works, oral presentations, Language Lab/E-Lab

exercises, and others. The grade must reflect 50% of the evaluation in English

and 50% in Spanish. It is the facilitator’s responsibility to have evidence that

this requirement was fulfilled.

When two tests are administered in a course, one test must be administered in

Spanish during a workshop that is conducted in Spanish, and the other test must

be administered in English during a workshop that is conducted in English.

When a final exam is given, it must be administered in the language of the

workshop.

In addition to the previous requirement, there must be evidence that 30% of the

grade demonstrates mastery of language skills.

2. Our Discipline-Based Dual Language Immersion Model® is designed to develop

and maximize the language skills of our students in order to optimize their abilities as

future dual language professionals. Therefore, all evaluations for written and oral skills

will be based on 30% for language and 70% for content. The facilitator must refer to

Appendix A to identify each student’s level of language skills (listen, speak, read, and

write) based on the Can Do proficiency levels. Furthermore, it is the responsibility of

the facilitator to differentiate his/her teaching in order to meet the language needs of

each student and to ensure maximum learning and academic performance. In addition,

the criteria found in Appendices B, E and F will be used to evaluate writing skills.



3. Language Lab and E-Lab Requirements (Tell Me More, NetTutor, Blackboard

Collaborate tools, and Virtual Library):

The Language Lab and E-Lab are an integral part of the course evaluation and

activities that the student must complete.

Specific information about the Language Lab/E-Lab resources is found in

Appendix C. It is the facilitator’s responsibility to integrate the use of the

Language Lab/E-Lab in the course assignments and activities. Practice

hours in the Language Lab/E-Lab must be completed according to the

facilitator’s specifications.

Each student must fill out the documentation form found in Appendix D and

submit it to the facilitator as part of the evaluation criteria for this course.

Practice in the Language Lab/E-Lab must be integrated in the activities section

of the guide.

4. Digital Portfolio:

Each student must prepare a digital portfolio.

The digital portfolio is one of the tools used to assess students’ linguistic and

academic progress. For this reason, it is imperative that the facilitator

documents students’ progress as they achieve mastery of the course content, as

well as language proficiency in English and Spanish.

It is the student’s responsibility to make sure that the portfolio complies with

the established standards and requirements found in the Digital Performance

Portfolio Assessment Handbook. Students can access the handbook in

Blackboard.

During Workshop One, the facilitator will discuss in detail the process and

expectations regarding the use of the digital portfolio to demonstrate linguistic

and academic progress in order to achieve the goal of becoming a successful

dual language professional.

By Workshop Three, the Student-Facilitator Feedback Form must be completed

by the facilitator.



The completed digital portfolio must be submitted to the facilitator in the last

workshop.

5. Final exam/partial tests: This program requires that a final exam or two tests be

included in the final evaluation. These exams/tests will be administered to measure

content knowledge according to the course objectives, as well as linguistic proficiency

in both languages.

6. Attendance and Class Participation: Attendance to every workshop is mandatory to

pass the class, and absences will affect the final grade. Refer to Appendix G for

additional information. The following criteria will also be evaluated:

mastery of the material discussed in class,

completion of assigned work,

demonstration of adequate communication skills,

effective participation in collaborative tasks, and

submission of all work on time.

7. Self-reflection Journal:

As a lesson wrap-up for each workshop or as an activity within the workshop,

students will write a self-reflection on a topic found in Appendix I or on another

topic determined by the facilitator.

Each entry will be evaluated for completion.



Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-Based Dual

Language Immersion Model® which is designed to promote each student’s development

as a dual language professional. Each workshop will be facilitated in either English or

Spanish, strictly using the 50/50 model. This means that each workshop will be conducted

entirely in the language specified for the workshop. The language used in each workshop

will be alternated to insure that 50% of the course is conducted in English and 50% in

Spanish. In order to maintain a balance in five-week courses, the course module will

specify that both languages will be equally used during Workshop Five, dividing the

workshop activities between the two languages. The first two hours will be conducted

strictly in Spanish and only English will be spoken during the last two hours. The

delivery of instruction in language courses must be exclusively in the language taught

(Spanish or English).

2. The course is conducted in an accelerated and dual language format. This requires that

students prepare in advance for each workshop according to the course module. Students

must be structured, organized, committed, and focused to ensure linguistic and academic

success. In order to achieve proficiency expectations in English and in Spanish, the student

must strive to take advantage of all language resources in the university and in their

community, since becoming a dual language professional is a complex and challenging

task. Each workshop requires an average of ten hours or more of preparation, depending

on the student’s development of linguistic achievement.

3. Attendance to all class sessions is mandatory. A student who is absent to a workshop must

present a reasonable excuse to the facilitator who, in turn, will evaluate the reason for the

absence. If it is justified, the facilitator will decide how the student will make up the

missing work, if deemed necessary. The facilitator will select one of the following options:

allow the student to make up the work or assign extra work in addition to the missed work.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may adjust the grade for late assignments and/or make-up

work.



4. Student attendance and participation in oral presentations and special class activities are

extremely important, since it is not possible to assure that they can be made up. If the

student provides a valid and verifiable excuse, the facilitator may determine to substitute it

with an equivalent activity for evaluation purposes. This activity must include the same

content and language components, such as the oral presentation or special activity that was

missed.

5. In cooperative learning activities, the group will be assessed for their final work. However,

each member must collaborate to ensure an excellent product and the success of the group,

since each will also receive an individual grade.

6. It is expected that all written work will be solely that of the student and should not be

plagiarized. All quoted or paraphrased material must be properly cited, with credit given to

its author or publisher. That is, the student must be the author of all work submitted based

on research and citations of reliable sources. Wikipedia and other wiki pages

(collaborative) are not reliable references. It should be noted that plagiarized writings are

easily detectable and students should not risk losing credit for material that is clearly not

their own. In order to reduce/prevent plagiarism, facilitators will use SafeAssignTM, a

Blackboard plagiarism deterrent service used to verify students’ ownership of written

works. Therefore, it is the student’s responsibility to read the university’s plagiarism

policy. If you are a UT student, read Section 11.1 of the Student Manual. If you are a

UMET or UNE student, refer to Chapter 13, Sections 36 and 36.1 of the respective

manuals.

Ethical behavior is expected from students in all course-related activities. This means that

ALL papers submitted by students must be original work and that all references used will

be properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and, in

case of detecting an incidence, the student risks receiving a zero in the assignment or

activity and being referred to the Discipline Committee. All students must comply with all

policies aimed at preventing plagiarism of documents, ideas and works, since this violates

professional ethics.



ADDITIONAL NOTE: The Ana G. Méndez University System (SUAGM) respects all

copyright laws and, under no circumstances, promotes plagiarism in any form. To this end,

SUAGM discourages students, employees, contractors, trustees, as well as the general

public, from copying, sharing, imitating, or paraphrasing any material protected by

copyright laws, without appropriately citing the source of information and/or the source

being referred to, irrespective of the material’s format.

7. If the facilitator makes changes to the module or the study guide, these changes must first

be discussed with the academic director in order to obtain approval. A written copy of

these changes must also be provided to students at the beginning of the first workshop.

8. The facilitator will establish a means of contacting students by providing his/her SUAGM

e-mail address, phone number, hours to be contacted, and days available.

9. The use of cellular phones is prohibited during sessions. If there is an urgent need, it must

be on vibrate or silent mode during the class session.

10. Only persons registered in the course are permitted to enter the classrooms.

11. All students are subject to the behavior policies and norms that govern SUAGM, the

course, and the adult professional.



Note: If for any reason the student cannot access the links presented in the module, he/she

should notify the facilitator immediately but not limit him/herself to these. There are many

other search engines and links that can be used to research information. Some examples are:

www.google.com



www.eric.ed.gov/

www.flelibrary.org/


Visit the following websites to access videos:

ustream.tv

sedueradio.com

videoblocks.com

youtube.com

vimeo.com

skype.com (upon request and prior coordination)

Access the following links to buy or rent new or used textbooks or references:

http://www.chegg.com/ (rent)

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)

These are only some of the companies where books may be bought or rented.

If deemed necessary, the facilitator may make changes to the web addresses or links or add

additional challenging, research-based, and professional educational Web resources to reflect

current trends in the course topics.


















RESEARCH LAW COMPLIANCE REQUIREMENT:

If the facilitator or student is required or wants to conduct research, administer a questionnaire

or interview individuals, he/she must comply with the norms and procedures of the

Institutional Review Board (IRB) Office and request authorization. To access the forms from

the IRB Office or for additional information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_comites_irbnet.asp and select the forms needed. In

addition, the student/facilitator will find instructions for several online certifications related to

IRB processes by accessing the following link:

http://www.suagm.edu/pdf/Instrucciones%20Certificaciones%20IRBNet.pdf. These

certifications include: IRB (Human Subject Research), HIPAA (Health Insurance Portability

and Accountability Act), RCR (Responsible Conduct of Research), and others.

If you have any questions, please contact the IRB director or coordinators:

Evelyn Rivera Sobrado, IRB Director

Tel. (787) 751-0178 ext. 7196

Carmen C. Crespo Díaz, IRB Coordinator– UMET

Tel. (787) 751-0178 ext. 6366

Josefina Melgar Gómez, IRB Coordinator – UT

Tel. (787) 743-7979 ext. 4126

Natalia Torres Berríos, IRB Coordinator - UNE

Tel. (787) 257-7373 ext. 2279





Teaching Philosophy and Methodology:

This course is based on the educational philosophy of Constructivism. Constructivism is an

educational philosophy founded on the premise that, by reflecting on our experiences, we

construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models” which we use to make sense of our

experiences. Learning, therefore, is simply the process of adjusting our mental models to

accommodate new experiences.

As facilitators, our goal is to assist students in making connections between their prior

knowledge and real life experiences, thus fostering a new understanding that is relevant to

them. We also attempt to tailor our teaching strategies to students’ responses and encourage

them to analyze, interpret, and predict information that can be applied to one’s daily life.



CONSTRUCTIVISM GUIDING PRINCIPLES:

1. Learning is a search for meaning. Therefore, learning must start with the issues around

which students are actively trying to construct meaning.

2. Constructing meaning requires understanding “wholes” as well as “parts.” The “parts”

must be understood in the context of “wholes.” Therefore, the learning process focuses on

primary concepts in context, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to perceive

the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not just

memorize the "right" answers and repeat someone else's meaning. Since education is

inherently interdisciplinary, the only valuable way to measure learning is to make

assessment an essential part of the learning process, thus ensuring that it provides students

with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. The adequate tools and environments that help learners interpret the multiple perspectives

of the world will be provided.

7. Learning should be internally controlled and mediated by the learner.



Dual Language Instructional Approach

The dual language curriculum integrates the Sheltered Instruction Observation Protocol

(SIOP) Model*.

The student will be exposed to the eight interrelated SIOP learning components to facilitate

comprehensible instruction. These components are:

Lesson preparation,

Background knowledge,

Comprehensible input,

Strategies,

Interaction,

Practice/application,

Lesson delivery, and

Review/assessment.

These instructional strategies are connected to each one of these components, allowing that the

design and presentation of a lesson address the academic and linguistic needs of second

language learners. Each lesson integrates dual language strategies and instructional

approaches that ensure the linguistic and academic success of students.



The 5E Constructivist Instructional Model:

The 5E Constructivist Instructional Model, which has been used since the late 1980’s, is based

on the use of curriculum materials. It falls within the theories of the Constructivist Teaching

Model (Bybee, 2006). Every element of this model is carefully elaborated to promote the

students’ construction of knowledge.



Cooperative Learning Techniques in Dual Language Classrooms:

Research in cooperative learning has shown that, when dual language learners and students in

general use cooperative techniques in classroom activities, they achieve better results in

assessments, construct knowledge more effectively, and transfer experiences to real life

situations.

1. What is cooperative learning?

2. Why is it used?

3. How do you apply it in the classroom?

4. What are some cooperative learning techniques/strategies?

a. Discussion:

i. Think-Pair-Share

ii. Three-step Interview

b. Reciprocal teaching - explain, provide feedback, and understand alternative

perspectives:

i. Note-taking Pairs

ii. Jigsaw

c. Graphic organizers - discover patterns and relationships:

i. Group Grid

ii. Sequence Chains

d. Writing - organize and synthesize information:

i. Didactic Essay

ii. Peer Editing

e. Problem-solving - develop strategies and analysis:

i. Send-a-Problem

ii. Three-Stay, One Stray

For additional cooperative learning strategies, go to the links below:


http://www.kaganonline.com/free_articles/dr_spencer_kagan/279/Kagan-Structures-

for-English-Language-Learners






Dual Language Instructional Approach:

The dual language curriculum integrates the Sheltered Instruction Observation Protocol

(SIOP) Model*.

The student will be exposed to the eight interrelated SIOP learning components to facilitate

comprehensible instruction. These components are:

1. Lesson preparation – A lesson that allows students to make connections

between what they know, their experiences, and the new information should be

carefully planned.

2. Background knowledge – The concepts learned should be directly related to the

students’ experiences.

3. Comprehensible input – The facilitator should use academic vocabulary

according to the students’ level of proficiency.

4. Strategies – Techniques, methods, and mental processes that improve how

students understand and retain information should be used.

5. Interaction – Students should have the opportunity to utilize language in

multiple ways across the curriculum.

6. Practice/Application – Students should have the opportunity to utilize

instructional resources to practice and apply content.

7. Lesson delivery – The facilitator should develop content and language

objectives throughout the lesson and create opportunities that involve the

students during the course of the learning process.

8. Review/Assessment – These should be utilized throughout the lesson to

determine students’ mastery of the lesson.



These instructional strategies are connected to each one of these components, allowing that the

design and presentation of a lesson address the academic and linguistic needs of second

language learners. Each lesson integrates dual language strategies and instructional

approaches that ensure students’ linguistic and academic success.

Expediting Comprehension for English Language Learners (ExC-ELL)

Component: Vocabulary

There are three types of words that affect comprehension and academic success.

(Calderón, 2011):

Tier 1 are basic words which second language learners need to communicate, read, and write.

These include words that should be taught due to spelling (tough, toothache), pronunciation or

confusion with homophones (ship/chip, blue/blew, sum/some), false cognates (exit,

embarrassed, success), and background knowledge (skyscraper, lawnmower).

Tier 2 are information processing words that nest Tier 3 words in long sentences, polysemous

words - homonyms or homographs (solution, power, table, roll, left), transition words

(however, as well as, nevertheless, for instance), connectors (for cause and effect – because,

due to, as a result; for contrast – but, although, in contrast; for addition or comparison – and,

also, moreover), phrase clusters (scope and sequence, academic language), idioms (give me a

break, walk in her shoes), and more sophisticated words for discussions and specificity in

descriptions (examples of specificity for the word “talk” are argue, declare, converse).

Tier 3 are subject-specific words that label content discipline concepts, subjects, and topics.

They are infrequently used academic words. Some examples are: photosynthesis,

pharmacology, democracy, hemorrhage, osmosis, and autism.

The facilitator will select three words from Tier 1 that will hinder comprehension of required

workshop Tier 2 words and three targeted Tier 3 words critical for comprehension and

learning of the concepts for the workshop.

Tier 1 words must be addressed as they appear in teaching and learning activities in the

classroom.

Tier 1

Simple Words

Tier 2

Information Processing

Words

Tier 3

Academic Words



SIOP Components (Sheltered Instruction Observation Protocol):

The dual language instructional strategies are indicated below each SIOP component (A-E).

These strategies allow the design and delivery of a lesson that addresses the academic and

linguistic needs of second language learners. The facilitator must select the Cognitive

Academic Language Learning Approach (CALLA) strategies that best align to the specific

content and language objectives of the workshop and integrate them in the lesson activities to

ensure maximum learning and academic performance.

Phase 1: Engage (Refer to the 5E Instructional Model diagram.)

A. Lesson Preparation B. Scaffolding

__ Adaptation of Content __ Modeling

__ Links to Background Knowledge __ Guided Practice

__ Links to Past Learning __ Independent Practice

__ Incorporated Strategies __ Comprehensible Input

Phase 2: Explore; Phase 3: Explain; Phase 4: Extend (Refer to the explanations of these

three stages of the lesson.)

CALLA Strategies (Cognitive Academic Language Learning Approach)

The facilitator must specify the CALLA learning strategies that will be used in the lesson and

explain each one to the students.

Names of the Strategies:

__ Cognitive 1)_______________________ 2)_______________________

__ Metacognitive 1)_______________________ 2)_______________________

__ Social/Affective 1)_______________________ 2)_______________________

C. Grouping Options D. Integration of Language Domains

__ Whole Group __ Listening

__ Small Group __ Speaking

__ Partners __ Reading

__ Independent Work __ Writing

The facilitator must explain the cooperative learning techniques that will be used to the

students.

Phase 5: Elaboration (Refer to the explanation of this stage of the lesson.)

E. Learning Application

__ Dynamic

__ Meaningful/Relevant

__ Rigorous

__ Linked to Objectives

__ Promotes Engagement



TALLER UNO

Modelo de instrucción constructivista de las 5E

El modelo de instrucción constructivista de las 5E representa las cinco fases de la secuencia de

enseñanza y aprendizaje. Las cinco fases son: Enfocar, Explorar, Explicar, Entender,

Extender/Elaborar y Evaluar (NASA, 2013).

Fase 1: Enfocar

Esta fase pretende captar la atención y el interés del estudiante para involucrarlo en la lección,

mientras se evalúa el aprendizaje previo.

Objetivos específicos de contenido

Al terminar este taller, el estudiante será capaz de:

1. Leer, escribir y redondear números enteros y decimales.

2. Efectuar operaciones aritméticas básicas, con números enteros, decimales y fracciones.

3. Resolver ejercicios matemáticos con proporciones y porcientos.

4. Transformar números enteros, decimal o fracción, en porcientos y viceversa.

5. Aplicar las fórmulas de porciento, proporción y aritméticas básicas para resolver

situaciones cotidianas de una empresa.

Objetivos específicos de lenguaje


1. Escuchar: Dialogar sobre el propósito de utilizar la matemática básica en la toma de

decisiones de una empresa.

2. Hablar: Discutir los diferentes términos y procesos de la aritmética, mientras se

comunica con propiedad y corrección.

3. Leer: Analizar y comparar cómo los resultados matemáticos afectan la posición de una

empresa en la industria en que hace negocio.

4. Escribir: Redactar un documento original, según las reglas de la gramática y ortografía

española, en el que explique de qué manera los términos aprendidos benefician la

rutina diaria de una empresa y la toma de decisiones de los gerentes.



Vocabulario técnico de la disciplina -

1. Número entero

2. Número decimal

3. Fracción

4. Proporciones

5. Porcientos

6. Fracciones homogéneas

7. Fracciones heterogéneas

8. Diferencia

9. Producto parcial

10. Minuendo




(Calderón, 2011).

Nivel 1: Se refiere a las palabras básicas que los aprendices de un segundo idioma necesitan

para comunicarse, leer y escribir. Este nivel incluye los vocablos que deben enseñarse debido a

la naturaleza de su ortografía (hacienda, hipopótamo), pronunciación o confusión con los

homófonos (vez y ves; hablando y ablando; sierra y cierra), falsos cognados (éxito;

embarazada; suceso) y conocimientos previos (rascacielos; cortadora de césped).

Nivel 2: Trata acerca del procesamiento de los vocablos que alberga el Nivel 3 en oraciones

largas, palabras polisémicas (con múltiples significados), homónimos (casa y caza),

homógrafos (arroyo y arrollo), palabras/frases de transición (sin embargo; al igual que; por

ejemplo), conectores lingüísticos de causa y efecto (porque; debido a; como resultado; por

ende; en consecuencia). También se incluyen aquellas frases de transición que se usan para

contrastar (a diferencia de; por el contrario; no obstante), para añadir ideas (además; aparte de;

también) y para comparar (así como; del mismo modo). Además, se consideran los grupos de

palabras (alcance y secuencia; lenguaje académico), los modismos o frases idiomáticas (dar en

el clavo, ponerse en sus zapatos, con la soga al cuello) y las palabras más sofisticadas, que son

apropiadas para las discusiones y descripciones específicas (ejemplos de especificidad para

"hablar": discutir, declarar, conversar).



Nivel 3: Se centra en palabras, de temas específicos, que definen los conceptos de contenido de

una disciplina, materias y temas. Estos vocablos académicos se utilizan con poca frecuencia,

fuera del contexto académico. Algunos ejemplos son: fotosíntesis, farmacología, democracia,

hemorragia, ósmosis y autismo.

El facilitador seleccionará tres palabras del Nivel 1 que dificultarán la comprensión de los

vocablos del taller que requiera las del Nivel 2. Escoja tres palabras del Nivel 3, que sean

críticas para comprender y aprender los conceptos del taller.

Las palabras del Nivel 1 deben abordarse según aparecen en las actividades de enseñanza y

aprendizaje en el aula.

Nivel 1


Palabras sofisticadas, modismos

y frases de transición

Nivel 3




Enlaces electrónicos:

El modelo de instrucción constructivista de las 5E

http://bscs.org/sites/default/files/_legacy/BSCS_5E_Instructional_Model-

Executive_Summary_0.pdf

http://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htm

Biblioteca Virtual



http://www.rae.es/





Purplemath

http://www.purplemath.com/modules/percntof2.htm

Ecuaciones lineales

http://math.kendallhunt.com/documents/daa1/CondensedLessonPlansSpanish/DAA_C

LPS_03.pdf

El blog de Edu

http://bitacoraed.wordpress.com/2009/04/02/problemas-con-sistemas-de-ecuaciones-

iproblemas-aritmeticos-con-numeros-2%C2%BA-eso/

http://bscs.org/sites/default/files/_legacy/BSCS_5E_Instructional_Model-Executive_Summary_0.pdf




http://www.rae.es/




http://math.kendallhunt.com/documents/daa1/CondensedLessonPlansSpanish/DAA_CLPS_03.pdf

http://math.kendallhunt.com/documents/daa1/CondensedLessonPlansSpanish/DAA_CLPS_03.pdf

http://bitacoraed.wordpress.com/2009/04/02/problemas-con-sistemas-de-ecuaciones-iproblemas-aritmeticos-con-numeros-2%C2%BA-eso/

http://bitacoraed.wordpress.com/2009/04/02/problemas-con-sistemas-de-ecuaciones-iproblemas-aritmeticos-con-numeros-2%C2%BA-eso/



Instrucciones importantes para los estudiantes:

1. Lea cuidadosamente el módulo y sus apéndices, a fin de familiarizarse con el

contenido. Verifique que tenga acceso a las cuentas de SUAGM, incluyendo el E-Lab,

correo electrónico y la plataforma de Blackboard.

2. Antes del Taller Uno, el facilitador publicará anuncios sobre fechas importantes y otra

información en Blackboard. Además, compartirá recordatorios sobre las asignaciones,

los proyectos y la importancia de completar los ejercicios del Laboratorio de

Idiomas/E-Lab durante el curso. Lea esta información con frecuencia a lo largo del

curso.

3. Durante el Taller Uno, el facilitador explicará el Digital Performance Portfolio

Assessment Handbook que se encuentra en Blackboard. Dicho documento contiene

instrucciones detalladas para completar el portafolio digital eficazmente. Familiarícese

con dicho manual.

4. Utilice la herramienta NetTutor para revisar sus trabajos escritos antes de enviarlos al

facilitador. Dicho recurso revisa los principios de redacción y la gramática de lo que

usted escribe y le ofrece retroalimentación. El facilitador enviará los trabajos escritos a

SafeAssignTM para detectar casos de plagio. Limite el uso de información copiada

directamente de la Internet, utilice el estilo APA y mencione las referencias.

5. Si tiene preguntas sobre las asignaciones, actividades o el contenido, aclárelas con el

facilitador por medio de la herramienta Voice E-mail de Blackboard.

6. Abra una cuenta en Tell Me More y comience a trabajar en los ejercicios interactivos

diseñados para desarrollar/mejorar las destrezas lingüísticas en español.

Tome el examen de aptitud de idiomas de Tell Me More y realice los ejercicios

interactivos, en el Laboratorio de Idiomas, que correspondan al nivel de inglés y de

español que haya obtenido. Refiérase al Apéndice C para información adicional.

Complete el documento del Apéndice D e indique el tiempo que trabajó en las

actividades y ejercicios del Laboratorio de Idiomas/E-Lab. Este documento se

entregará semanalmente al facilitador; el mismo forma parte de la nota final y se

incluye en el portafolio digital.

7. Finalmente, es muy importante que entienda la importancia de dominar los temas de

aprendizaje. Es necesario que consulte continuamente diccionarios y otros recursos de



apoyo. El dominio pleno de los conocimientos adquiridos en cada taller es necesario

para la siguiente clase. De esta manera, seguirá puliendo el proceso de aprendizaje.

Procure prestar atención a las actividades de lenguaje. Recuerde que el 30 % de su

nota depende de las competencias lingüísticas que demuestre en inglés y español

(según el idioma del taller) y 70 % recae en el dominio del contenido del curso.

Asignaciones que realizará antes del taller:

1. Comience su glosario del curso con los conceptos detallados en la sección

“Vocabulario clave de la lección”; siga las instrucciones del facilitador.

2. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos para investigar

sobre el redondeo de números enteros y decimales; los números enteros, decimales y

las fracciones; proporciones y porcientos. Prepare un resumen o un bosquejo y llévelo a

clases para contribuir a la discusión del material y aclarar dudas.

3. El facilitador creará un foro de discusión oral en la herramienta Voice Board de

Blackboard. En dicho foro, el estudiante discutirá oralmente el concepto de

operaciones aritméticas y cómo las utilizan los gerentes en la toma de decisiones. El

resto de la clase reaccionará oralmente a al menos tres comentarios de los compañeros.

4. Escriba un ensayo analítico, de una página, sobre la importancia de la matemática

básica en los negocios. Asegúrese de redactar según APA, incluya las citas y

referencias y envíelo a NetTutor para recibir retroalimentación. El facilitador enviará

los trabajos escritos a SafeAssignTM

para detectar casos de plagio. (Parte de la

evaluación)

5. Prepare un organizador gráfico, según indique el facilitador, en el que contraste los

términos "proporción” y “porciento”. Llegue listo para participar en una actividad

colaborativa en clase.

6. El facilitador creará un foro de discusión escrito, en la herramienta Discussion Board.

En dicho foro los alumnos contestarán las siguientes preguntas:

a. ¿Cuál es el propósito de un gerente en un negocio?

b. ¿Cómo la matemática básica y la algebra se relacionan con los negocios?



c. Los estudiantes comentarán por escrito al menos una de las respuestas de

sus compañeros.

7. Siga practicando sus destrezas de lenguaje en español utilizando las herramientas de

Tell Me More. Complete y entregue el Apéndice D al facilitador e indique el tiempo

que trabajó en las actividades y ejercicios del Laboratorio de Idiomas/E-Lab.

8. Empiece a preparar el portafolio digital; siga las instrucciones estipuladas en el Digital

Performance Portfolio Assessment Handbook.

9. Lea los capítulos 1, 2 y 3 del libro de texto o sobre los siguientes temas:

a. Números enteros

b. Ecuaciones aritméticas

c. Decimales

d. Redondeo de numerales

e. Proporciones

f. Porciones

g. Fracciones

10. Complete los ejercicios de práctica de la Parte I del Apéndice K. (Parte de la

evaluación)

11. Defina los conceptos del Vocabulario clave de la lección y dé un ejemplo original (de

su autoría) de cada uno.

Lista de materiales suplementarios para el taller:

1. Blackboard y las herramientas de Blackboard Collaborate

2. Tell Me More

3. NetTutor

4. Biblioteca Virtual




Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-E).

Estas estrategias permiten diseñar e impartir una lección que responda a las necesidades

académicas y lingüísticas de los estudiantes que aprenden un segundo idioma. El facilitador

debe seleccionar las estrategias de Enfoque Académico Cognitivo de Aprendizaje de Idioma

(Cognitive Academic Language Learning Approach, conocido como CALLA por sus siglas en

inglés), que mejor correspondan a los objetivos específicos de contenido y lenguaje del taller,

para integrarlas en las actividades de manera que los alumnos puedan obtener el máximo

provecho académico.


5E.)










los estudiantes.


__ Cognitiva 1)___________________ 2)__________________

__ Metacognitiva 1)___________________ 2)__________________

__ Socioafectiva 1)___________________ 2)__________________









__ Dinámica


__ Rigurosa





Esta sección del módulo corresponde a las siguientes tres fases del modelo de instrucción

constructivista de las 5E:

Fase 2: Explorar

En esta fase el facilitador involucra al estudiante en uno o varios temas de acuerdo con los

objetivos del curso. Esto permite que el alumno construya su propio conocimiento.

Fase 3: Explicar

El facilitador provee al estudiante la oportunidad de comunicar lo que ha aprendido, lo que

significa y cómo lo aplicará a su carrera profesional.

Fase 4: Elaborar

El facilitador promueve que el alumno aplique los conocimientos nuevos y explore sus

implicaciones en su área de especialidad.

Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:

1. El facilitador realizará las siguientes actividades:

a. Diseñará una actividad, puede ser rompehielos, en la cual el facilitador y los

alumnos participarán.

b. Proveerá a los estudiantes su información de contacto, y se elegirá al

representante estudiantil.

c. Determinará las fechas en las que se administrará el examen final o los dos

exámenes parciales. Los alumnos son responsables de cumplir con lo que

estipule el facilitador.

2. El facilitador realizará lo siguiente:

a. Explicará la descripción y los objetivos del curso, el proceso de evaluación, las

expectativas de la clase, los apéndices, las asignaciones, políticas y otras normas

que regirán el desarrollo de la clase. El facilitador contestará preguntas

relevantes.

b. Demostrará la utilidad y funcionalidad de las herramientas del Laboratorio de

Idiomas/E-Lab y cómo las incorporará en clase para el beneficio de los



estudiantes. El facilitador utilizará la herramienta de Voice Authoring bajo

Blackboard Collaborate, anteriormente conocida como Wimba, para establecer

un foro de discusión oral sobre los temas del taller y explicará cómo se usa dicha

herramienta.

c. Aclarará las directrices y dudas sobre el Digital Performance Portfolio

Assessment Handbook. El alumno es responsable de completar las tareas

pendientes semanalmente, hasta cumplir con todos los requisitos e instrucciones

del manual y del facilitador.

3. El facilitador preparará una actividad constructivista para repasar las asignaciones

completadas antes del taller y para comprobar la comprensión de los alumnos. Habrá

oportunidad para aclarar dudas.

4. Cada estudiante completará las primeras 3 columnas del apéndice W: KWHLAQ Chart

sobre lo que conoce del uso de las matemáticas en la contabilidad. Guarde el apéndice

en un lugar seguro porque lo volverá a utilizar en el taller 5.

5. El facilitador dirigirá una discusión sobre la nomenclatura y el redondeo de números

enteros. Los alumnos aplicarán las reglas de redondeo a ejercicios prácticos, vinculados

con la toma decisiones en un negocio.

6. El facilitador presentará el concepto de operaciones con fracciones y decimales. Los

estudiantes aplicarán las fórmulas y las relacionarán con las tareas diarias de un negocio.

7. El facilitador discutirá los temas de cambio de número enteros, fracciones y decimales a

porcientos y viceversa.

8. Individualmente, los estudiantes resumirán las reglas al operar decimales y al cambiar

fracciones a decimales.

9. Reunidos en equipos, los alumnos compararán sus organizadores gráficos y los

consolidarán en uno solo. Escogerán a un portavoz que compartirá los elementos

comunes y el ejercicio analítico por el cual pasaron al diseñarlo.

10. Individualmente, los estudiantes resolverán ejercicios de proporciones y porcientos.

11. El facilitador dividirá la clase en subgrupos y asignará ejercicios de práctica que

discutirán como parte de un reto (el primer equipo en terminar el ejercicio, levanta la

mano y contesta). El equipo presentará el resultado y explicará el procedimiento o las

características únicas de ese ejercicio. (Parte de la evaluación)



12. Como la nota del segundo examen parcial, los estudiantes presentarán un proyecto

cumbre, en inglés, en el Taller Cinco.

a. El facilitador dividirá la clase en subgrupos. Los alumnos seleccionarán una

compañía y buscarán información sobre la misma:

i. Datos financieros

ii. Historia

iii. Características del negocio

iv. Posición actual de la compañía en la industria

v. Compárenla con la de un competidor.

vi. Identidad corporativa

vii. Misión, visión y valores

viii. Recomendaciones a la junta directiva

ix. Posibles inversiones nuevas en la compañía

x. Expansiones, fusiones o nuevos proyectos

En el Taller Cinco presentarán su trabajo en inglés

i. Informe escrito en inglés

ii. Presentación audiovisual de 7-10 minutos (7-11 plantillas) en inglés

iii. Si a lo largo de las semanas necesitan asesoría, no duden en comunicarse

con el facilitador para que los oriente.

13. Finalmente, el facilitador mencionará y aclarará las tareas que realizarán, antes del

próximo taller.

Fase 5: Evaluar

A través de la evaluación, el facilitador se asegurará de que los alumnos hayan aprendido el

material del taller y hayan alcanzado las metas educacionales.

Evaluación:

1. Individual: Ejercicios y discusión del Apéndice K.

2. Grupal: El reto de los ejercicios de práctica.



3. Escrita: Ensayo analítico sobre la importancia de la matemática básica en los negocios.

4. Oral/Auditiva: Discusión y dominio de las diversas operaciones aritméticas y los

ejercicios de proporciones.

Cierre del taller:

1. Individual: Los estudiantes escribirán su autorreflexión basados en la(s) pregunta(s)

que escojan o se les asigne(n) del Apéndice I. El facilitador podrá elegir otro tema que

promueva la autorreflexión individual.

2. Grupal: El facilitador repasará los temas del taller y formulará preguntas a base de los

mismos.

a. Sin duda alguna los gerentes necesitan la matemática y la algebra para tomar

decisiones.

i. ¿A qué situaciones y cómo aplicaría el conocimiento que adquirió, si

fuera gerente de contabilidad?

ii. La discusión de los temas de hoy, ¿le ayuda en su vida profesional o

personal?

1. ¿En qué medida?



WORKSHOP TWO

The 5E Constructivist Instructional Model

The 5E Constructivist Instructional Model represents the five phases of the teaching and

learning sequence. The five phases are: Engage, Explore, Explain, Extend/Elaborate, and

Evaluate (NASA, 2013).

Phase 1: Engage

This phase aims to get the students’ attention and generate their interest in order to engage them

in the lesson, while assessing the previous learning.

Specific Content Objectives

Upon completion of this workshop, the student will be able to:

1. Rewrite formulas to find the unknown value and apply the formulas to a business.

2. Solve linear equations, ratios, and proportions.

3. Recognize different types of bank accounts.

4. Process deposits, checks, register transactions that reflect cash in and cash out, and

reconcile bank accounts.

5. Understand the methods of calculating gross earnings for salaries and wages. Calculate

overtime, double-time, shift differentials, and split shift premiums.

6. Calculate FICA, Social Security, Medicare, and other deductions.

7. Understand employee tax withholdings and employer responsibility.

Specific Language Objectives


1. Listen: Recognize when to apply the different mathematical equations to different

scenarios.

2. Speak: Discuss the importance of analyzing the different scenarios of payroll and

explain the formulas used in a business.

3. Read: Research and explain how to solve linear equations.



4. Write: Prepare in his/her own words an explanatory essay about the payroll process.

Technical Vocabulary of the Discipline –

1. ratio

2. reciprocal

3. multiplication rule

4. variable

5. cross product

6. adjusted balance

7. balance forward

8. deposit in transit

9. withholding allowance

10. payroll deductions

11. payroll ledger

12. percentage method

13. Fair Labor Standard Act

14. Federal Insurance Contribution Act

15. Federal Unemployment Tax Act



There are three types of words that affect comprehension and academic success.

(Calderón, 2011):

Tier 1 are basic words which second language learners need to communicate, read, and write.

These include words that should be taught due to spelling (tough, toothache), pronunciation or

confusion with homophones (ship/chip, blue/blew, sum/some), false cognates (exit,

embarrassed, success), and background knowledge (skyscraper, lawnmower).

Tier 2 are information processing words that nest Tier 3 words in long sentences, polysemous

words - homonyms or homographs (solution, power, table, roll, left), transition words



(however, as well as, nevertheless, for instance), connectors (for cause and effect – because,

due to, as a result; for contrast – but, although, in contrast; for addition or comparison – and,

also, moreover), phrase clusters (scope and sequence, academic language), idioms (give me a

break, walk in her shoes), and more sophisticated words for discussions and specificity in

descriptions (examples of specificity for the word “talk” are argue, declare, converse).

Tier 3 are subject-specific words that label content discipline concepts, subjects, and topics.

They are infrequently used academic words. Some examples are: photosynthesis,

pharmacology, democracy, hemorrhage, osmosis, and autism.


workshop Tier 2 words and three targeted Tier 3 words critical for comprehension and learning

of the concepts for the workshop.

Tier 1 words must be addressed as they appear in teaching and learning activities in the

classroom.

Tier 1

Simple Words

Tier 2


Words

Tier 3

Academic Words

Electronic Links:





Virtual Library


Electronic Links:

Equations and formulas

http://www.mathsisfun.com/algebra/equation-formula.html





http://www.mathsisfun.com/algebra/equation-formula.html



Literal equations

http://www.regentsprep.org/regents/math/algebra/AE4/litless.htm

Understanding bank transactions

http://www.youtube.com/watch?v=d2EMMbNoG20

Check writing

http://www.investopedia.com/university/banking/banking3.asp

Payroll

http://www.youtube.com/watch?v=65TqBtHLPpQ

http://www.youtube.com/watch?v=BXNBawBBeGY

http://www.youtube.com/watch?v=5kun-aYUz_M

Virtual Library


Assignments to Be Completed Prior to the Workshop:

1. Follow the facilitator’s instructions to work on your glossary on the vocabulary detailed

in the Academic Core Vocabulary section.

2. Using the Virtual Library, Internet, and/or other academic resources, research

information on unknown values and linear equations.

3. Go to the Voice Authoring tool in Blackboard Collaborate, previously known as

Wimba, and orally discuss payroll earnings and deductions.

4. Prepare a graphic organizer (e.g. Venn diagram, T-chart, flow chart, tree chart, time

line, and others) determined by the facilitator on business formulas for decision-making.

5. Write a one-page essay explaining the concept of bank account reconciliation, using

APA style. Be sure to include the references and submit to NetTutor for feedback. The

facilitator will send written works to SafeAssignTM

to check for plagiarism.

6. Go to the Discussion Board in Blackboard and discuss the case studies that appear in

Appendix L. (This is part of the Oral Assessment.)

7. Continue working on the organization and completion of the digital portfolio following

the guidelines stipulated in the Digital Performance Portfolio Assessment Handbook.

http://www.regentsprep.org/regents/math/algebra/AE4/litless.htm

http://www.youtube.com/watch?v=d2EMMbNoG20

http://www.investopedia.com/university/banking/banking3.asp

http://www.youtube.com/watch?v=65TqBtHLPpQ

http://www.youtube.com/watch?v=BXNBawBBeGY

http://www.youtube.com/watch?v=5kun-aYUz_M




8. Go to Tell Me More and continue working on the interactive exercises designed to

develop/improve linguistic skills in English. Submit the document found in Appendix D

indicating the amount of time spent working on the Language Lab/E-Lab activities and

exercises.

9. Use the information about each employee to complete the following exercise:

Employee 1 Rate: $11.29 (head of household 2 dependent) 10% Fed tax

Employee 2 Rate: $9.13 (single 0 dependent) 10% Fed tax

Employee 3 Rate: $15.62 (married with 4 dependent) 15% Fed tax

FICA: 6.2% Medicare Rate: 1.45%

a. Calculate the regular pay on employee 1 that worked 40 hours.

b. Calculate the regular pay on employee 2 that worked 80 hours.

c. Calculate the regular pay on employee 3 that worked 80 hours.

d. Calculate 5 hours overtime premium on employee 2.

e. Calculate 9 hours overtime premium on employee 2.

f. Calculate total pay for that pay period.

g. Calculate FICA & Medicare on all 3 employees.

h. Calculate Federal income tax withholding base on employee status and

dependent.

i. Calculate net pay for that pay period.

j. How much the employer would have to report and pay to the government based

on the gross pay and deductions.

10. Solve the following equations in one operation:



1. 1750 = 70a x - 56.3 = 44.6 x + 86 = 50 + 115

2. 3.

x + 81 = 174 97 + 89 = 165 + y x - 86 = 9

4. 5. 6.

698.4 = 77.6a x + 22.6 = 84.7 b 1

7. 8. 9. 7

10.

46.5 = a - 39.8 11.

1 b

27170 12. x

3 6

11. Find the value of the missing variable. (The formula and the value of one or more

variables.).

a. I = Prt;

I = 40, P = 5,000, r = 0.06 b. D = vt;

v = 125, t = 60

c. m y2 y1 ;

x2 x1

m = -2, x1 = -5, x2 = -3, y1 = 4

d. pr = 2l + 2a; pr = 24.3, l = 6.2

e. A = hl;

A = 56, l = 8 f. V

4 r

3 ; 3

π = 3.14, V = 20


Revised August, 2014

List of Supplementary Materials for the Workshop:

1. Blackboard

2. Tell Me More

3. NetTutor

4. Blackboard Collaborate tools

5. Virtual Library

6. Scientific or business calculator




The dual language instructional strategies are indicated below each SIOP component (A-E). These

strategies allow the design and delivery of a lesson that addresses the academic and linguistic needs of

second language learners. The facilitator must select the Cognitive Academic Language Learning

Approach (CALLA) strategies that best align to the specific content and language objectives of the

workshop and integrate them in the lesson activities to ensure maximum learning and academic

performance.













__ Cognitive 1)_______________________ 2)_______________________

__ Metacognitive 1)_______________________ 2)_______________________








students.



__ Dynamic


__ Rigorous





This section of the module corresponds to the following three phases of The 5E Constructivist

Instructional Model:

Phase 2: Explore

The facilitator engages the students in one or more topics in accordance with the course objectives,

allowing them to construct their own knowledge, discover new skills, and examine their thinking.

Phase 3: Explain

The facilitator provides students with the opportunity to connect their prior knowledge to new learning,

and share what they have learned, its meaning, and how they will apply this knowledge in their

professional lives.

Phase 4: Elaborate

The facilitator encourages students to apply their new knowledge to new or similar situations and

continue to explore its implications in their area of expertise.

Integrated Content and Language Activities to Achieve the Objectives of the Workshop:

1. Facilitator will conduct a review of the topics covered in the previous workshop to ensure

students’ comprehension.

2. Using a constructivist activity, the facilitator will review the assignments completed prior to the

workshop and check for student comprehension. Any doubts will be clarified.

3. Students will be randomly selected to give the proper definitions of the vocabulary words/terms

used in the workshop, in a constructivist manner.

4. Once the facilitator conducts a presentation related to linear equations, students will practice

solving equations, business formulas, ratios, and proportions.

5. After the facilitator explains how to do payroll earnings calculation, payroll taxes, and

deductions, students will practice payroll exercises.

6. The facilitator will conduct a formal presentation related to bank transactions, check register,

and reconciliation.

7. Students will then break into groups and use appendices P, Q, & R to practice and by referring

to the following information: (This activity is part of the Group Assessment.)

a. Make a deposit for your company in the amount of $139,015 and another deposit for

$21,569.



b. Write the following checks; CK # 10071 MLR CPA services for $24,895 for audit

purposes (date 10th of the month), CK # 10098 Summit Energy for $1,087.58 (date

17th of the month), Ck# 11902 MKO Supplies (date 30th of the month), CK # 10367

Carson Miller – rent $36,187 (date 5th of the month).

c. Assume that the month ended and it is now the 15th days of the following month and

account reconciliations are due on the 20th of the month.

d. Prepare the reconciliation using Appendix R by adding all deposits and deducts all

check cleared (assume that only check # 11902 did not clear the bank account). That

is the cash balance on the account after all checks clear.

e. Students will brainstorm on how to maximize a company’s revenue and also on how

a manager can reduce the payroll cost in a company. (The facilitator has the option

to do another activity.)

8. Students will compare and contrast electronic checks and conventional check writing. (They

may continue to use Appendix P to practice writing checks.)

9. Facilitator will select various students to go over any concerns/problems and lead a class

discussion to reinforce important points.

10. The facilitator will divide the class into three groups to conduct read and response case

questions that appear in Appendix L.

11. The facilitator will discuss and clarify doubts regarding the assignments due prior to the next

workshop.

12. Students will be reminded to continue working, with their group, on their final

project/presentation which is due the last two hours of Workshop Five.

Phase 5: Evaluate

The facilitator uses different assessments to ensure that the students have understood the topics of the

workshop and have progressed towards the attainment of their educational goals.

Assessment:



1. Individual: Prepare in his/her own words an explanatory essay about the payroll process. The

essay must be a minimum of two pages long, in APA style. (This is also part of the Written

Assessment.)

2. Group: Activity #7 is part of this assessment. (Students will break into groups and practice

with appendices P, Q, & R.)

3. Written: Prepare in his/her own words an explanatory essay about the payroll process. The

essay must be a minimum of two pages long, in APA style. (This is also part of the Individual

Assessment.)

4. Oral: Go to the Discussion Board in Blackboard and discuss the case studies that appear in

Appendix L. (This is part of Activity # 6.)

Lesson Wrap-Up:

1. Individual: Students will write a self-reflection on one or more of the questions found in

Appendix I which either they or the facilitator selects. The facilitator will have the option of

choosing another individual lesson wrap-up activity.

2. Group: While working in groups, the facilitator will assign a topic that has been discussed in

class to each group. Each group will formulate at least two questions that will help them review

for the partial exam that they will take in Workshop Three. One person in each group will ask

the questions and any member from another group may give the answer. The facilitator will

monitor the activity.



TALLER TRES


El modelo de instrucción constructivista de las 5E representa las cinco fases de la secuencia de

enseñanza y aprendizaje. Las cinco fases son: Enfocar, Explorar, Explicar, Entender,

Extender/Elaborar y Evaluar (NASA, 2013).

Fase 1: Enfocar

Esta fase pretende captar la atención y el interés del estudiante para involucrarlo en la lección, mientras

se evalúa el aprendizaje previo.



1. Computar los precios netos, descuentos de efectivo y el descuento comercial.

2. Contestar problemas de aplicación que muestran la relación que existe entre el precio y el

costo.

3. Calcular el precio de venta reducido.

4. Expresar un descuento serie como un descuento único y equivalente.

5. Buscar el precio de lista dado el descuento serie y el costo neto.



1. Escuchar: Entender las características de descuentos comerciales y descuentos en efectivo.

Determinar el precio neto para hallar la ganancia adquirida.

2. Hablar: Discutir los problemas que enfrentan los gerentes al aplicar las fórmulas para calcular

el costo y el precio.

3. Leer: Analizar y comparar los resultados aritméticos que afectan la posición de una empresa en

la industria en la cual hace negocio.

4. Escribir: Redactar un escrito original sobre los precios netos, descuentos en efectivos o

descuentos comerciales. Determinar la importancia de estos temas y cuál es el impacto en la

toma de decisiones de los gerentes, mientras promueve los principios de redacción en español.

Vocabulario técnico de la disciplina -



1. Precio neto

2. Descuento en efectivo

3. Precio de lista

4. Precio neto

5. Serie de descuento comercial

6. Descuento comercial

7. Serie de descuentos

8. Equivalente decimal neto

9. Precio de venta reducido (markdown)

10. Precio de venta aumentado (markup)




(Calderón, 2011).

Nivel 1: Se refiere a las palabras básicas que los aprendices de un segundo idioma necesitan para

comunicarse, leer y escribir. Este nivel incluye los vocablos que deben enseñarse debido a la naturaleza

de su ortografía (hacienda, hipopótamo), pronunciación o confusión con los homófonos (vez y ves;

hablando y ablando; sierra y cierra), falsos cognados (éxito; embarazada; suceso) y conocimientos

previos (rascacielos; cortadora de césped).

Nivel 2: Trata acerca del procesamiento de los vocablos que alberga el Nivel 3 en oraciones largas,

palabras polisémicas (con múltiples significados), homónimos (casa y caza), homógrafos (arroyo y

arrollo), palabras/frases de transición (sin embargo; al igual que; por ejemplo), conectores lingüísticos

de causa y efecto (porque; debido a; como resultado; por ende; en consecuencia). También se incluyen

aquellas frases de transición que se usan para contrastar (a diferencia de; por el contrario; no obstante),

para añadir ideas (además; aparte de; también) y para comparar (así como; del mismo modo). Además,

se consideran los grupos de palabras (alcance y secuencia; lenguaje académico), los modismos o frases

idiomáticas (dar en el clavo, ponerse en sus zapatos, con la soga al cuello) y las palabras más

sofisticadas, que son apropiadas para las discusiones y descripciones específicas (ejemplos de

especificidad para "hablar": discutir, declarar, conversar).

Nivel 3: Se centra en palabras, de temas específicos, que definen los conceptos de contenido de una

disciplina, materias y temas. Estos vocablos académicos se utilizan con poca frecuencia, fuera del

contexto académico. Algunos ejemplos son: fotosíntesis, farmacología, democracia, hemorragia,

ósmosis y autismo.



El facilitador seleccionará tres palabras del Nivel 1 que dificultarán la comprensión de los vocablos del

taller que requiera las del Nivel 2. Escoja tres palabras del Nivel 3, que sean críticas para comprender y

aprender los conceptos del taller.

Las palabras del Nivel 1 deben abordarse según aparecen en las actividades de enseñanza y aprendizaje

en el aula.

Nivel 1




Nivel 3







Biblioteca Virtual



http://www.rae.es/





Purplemath


WebMath

http://www.webmath.com/

American Institute of CPAs

http://www.aicp.org





http://www.rae.es/




http://www.webmath.com/

http://www.aicp.org/



Asignaciones que realizará antes del taller:

1. Continúe trabajando en su glosario del curso con los conceptos detallados en la sección


2. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos para investigar sobre el

precio neto; los descuentos de efectivo; el descuento comercial; la relación que existe entre el

precio y el costo; el precio de venta reducido; el descuento serie (como un descuento único y

equivalente) y el costo neto. Prepare un resumen o un bosquejo y llévelo a clases para

contribuir a la discusión del material y aclarar dudas.

3. El facilitador creará un foro de discusión oral en la herramienta Voice Board de Blackboard.

En dicho foro, el estudiante comparará y contrastará oralmente precio neto y el costo neto. El

resto de la clase reaccionará a por lo menos dos comentarios. Pueden brindar ejemplos,

preguntar, ilustrar, apoyar, etcétera.

4. Escriba un ensayo analítico, de tres páginas, sobre cómo los descuentos afectan o benefician las

ganancias de una compañía. Asegúrese de redactar según APA, incluya las citas y referencias y

envíelo a NetTutor para recibir retroalimentación. El facilitador enviará los trabajos escritos a

SafeAssignTM

para detectar casos de plagio. (Parte de la evaluación)

5. Prepare un organizador gráfico, que determinará el facilitador, en el que ilustre la relación que

existe entre el precio y el costo. Llegue listo para participar en una actividad colaborativa en

clase.

6. El facilitador creará un foro de discusión escrito, en la herramienta Discussion Board. En dicho

foro los alumnos contestarán las siguientes preguntas:

a. ¿Cómo la serie de descuentos comerciales afectan las ganancias de la compañía?

b. ¿Qué es el precio de venta reducido (markdown) o aumentado (markup)?

c. El resto de la clase reaccionará oralmente a al menos tres comentarios de los

compañeros.

7. Individualmente, los alumnos resolverán la Parte I del Apéndice M. Llegarán preparados para

discutir los ejercicios en clase.

8. Siga practicando sus destrezas de lenguaje en español utilizando las herramientas de Tell Me

More. Complete y entregue el Apéndice D al facilitador e indique el tiempo que trabajó en las

actividades y ejercicios del Laboratorio de Idiomas/E-Lab.

9. Mantenga la comunicación con su equipo de trabajo y con el facilitador, a medida que progresa

el trabajo final de la clase.



10. Continúe trabajando en su portafolio digital; siga las instrucciones estipuladas en el Digital

Performance Portfolio Assessment Handbook.

11. Estudie para el primer examen parcial que se ofrecerá en este taller, en el momento que el

facilitador estime conveniente.

Lista de materiales suplementarios para el taller:

1. Blackboard y las herramientas de Blackboard Collaborate

2. Tell Me More

3. NetTutor

4. Biblioteca Virtual




Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-E). Estas

estrategias permiten diseñar e impartir una lección que responda a las necesidades académicas y

lingüísticas de los estudiantes que aprenden un segundo idioma. El facilitador debe seleccionar las

estrategias de Enfoque Académico Cognitivo de Aprendizaje de Idioma (Cognitive Academic

Language Learning Approach, conocido como CALLA por sus siglas en inglés), que mejor

correspondan a los objetivos específicos de contenido y lenguaje del taller, para integrarlas en las

actividades de manera que los alumnos puedan obtener el máximo provecho académico.


5E.)










los estudiantes.


__ Cognitiva 1)___________________ 2)__________________

__ Metacognitiva 1)___________________ 2)__________________

__ Socioafectiva 1)___________________ 2)__________________









__ Dinámica


__ Rigurosa



Esta sección del módulo corresponde a las siguientes tres fases del modelo de instrucción

constructivista de las 5E:



Fase 2: Explorar

En esta fase el facilitador involucra al estudiante en uno o varios temas de acuerdo con los objetivos

del curso. Esto permite que el alumno construya su propio conocimiento.

Fase 3: Explicar

El facilitador provee al alumno la oportunidad de comunicar lo que ha aprendido, lo que significa y

cómo lo aplicará a su carrera profesional.

Fase 4: Elaborar

El facilitador promueve que el estudiante aplique los conocimientos nuevos y explore sus

implicaciones en su área de especialidad.


1. El facilitador repasará los temas que se cubrieron en el taller anterior para asegurarse de que los

alumnos comprendan el material.

2. El facilitador preparará una actividad constructivista para repasar las asignaciones que los

estudiantes completaron antes del taller y comprobará que los alumnos hayan comprendido el

material. Habrá oportunidad para aclarar dudas.

3. Reunidos en equipos, los alumnos compararán sus organizadores gráficos y los consolidarán en

uno solo. Escogerán a un portavoz que compartirá los elementos comunes y el ejercicio

analítico por el cual pasaron al diseñarlo.

4. Los estudiantes se dividirán en grupos para practicar ejercicios sobre markdown y markup y

compartirán los resultados en forma de reto. Los ejercicios se harán uno a uno. El primer grupo

en terminar el ejercicio, levantará la mano, escribirá el resultado en la pizarra y lo explicará.

5. Reunidos en equipos, los estudiantes analizarán, resolverán y compartirán los resultados de los

estudios de casos de la Parte II del Apéndice M. A modo de conclusión, expresarán su opinión

desde un punto de vista gerencial. (Parte de la evaluación)

6. El facilitador ofrecerá el primer examen parcial en el momento que entienda pertinente dentro

del Taller Tres.

7. El profesor solicitará un breve informe de progreso del proyecto cumbre de la clase.

8. Finalmente, el facilitador mencionará y aclarará las tareas que realizarán, antes del próximo

taller.



Fase 5: Evaluar

A través de la evaluación, el facilitador se asegurará de que los alumnos hayan aprendido el material

del taller y hayan alcanzado las metas educacionales.

Evaluación:

1. Individual: Primer examen parcial

2. Grupal: Solución y discusión de los estudios de caso de la Parte II del Apéndice M.

3. Escrita: Ensayo analítico sobre cómo los descuentos afectan o benefician las ganancias de una

compañía.

4. Oral/Auditiva: Manejo de las destrezas de comunicación oral al presentar y discutir los temas

y ejercicios de la clase.

Cierre del taller:

1. Individual: Los estudiantes escribirán su autorreflexión basados en la(s) pregunta(s) que

escojan o se les asigne en el Apéndice I. El facilitador podrá elegir otro tema que promueva la

autorreflexión individual. El facilitador tendrá la opción de elegir otra actividad de cierre de

taller individual.

2. Grupal: Sin lugar a dudas, podemos inferir que las matemáticas básicas son una herramienta

vital para la toma de decisiones y se utilizan en diferentes áreas de la organización. Basados en

el argumento anterior:

a. Reúnase en grupos para analizar, como gerentes de operaciones o finanzas, qué pueden

hacer para identificar resultados adversos y mejorar la situación de la compañía.

b. Brinden ejemplos.

WORKSHOP FOUR


The 5E Constructivist Instructional Model represents the five phases of the teaching and learning

sequence. The five phases are: Engage, Explore, Explain, Extend/Elaborate, and Evaluate (NASA,

2013).

Phase 1: Engage



This phase aims to get the students’ attention and generate their interest in order to engage them in the

lesson, while assessing the previous learning.

Specific Content Objectives


1. Use the simple interest and compound interest formula to find the adjusted interest.

2. Identify the interest rate and principal amount on a loan using the simple interest formula.

3. Understand simple discount notes, the face value, and effective rate.

4. Define deposit accounts, inflation, and consumer price index.

5. Understand the effect of inflation.

6. Calculate the exact time and ordinary time elapsed using formulas and rules.

7. Express and calculate future value and present value using the tables and formulas

provided.

Specific Language Objectives


1. Listen: Appraise the difference between simple and compound interests.

2. Speak: Brainstorm and discuss different situations that involve the calculation of simple

and compound interests.

3. Read: Search and discuss an online article about future value and its effect on the person

managing a business.

4. Write: Write a two-minute quick-write on a poster or chart paper describing the

characteristics of present and future values.

Technical Vocabulary of the Discipline -

1. interest

2. simple interest

3. principal

4. ordinary time

5. exact time

6. ordinary interest

7. exact interest



8. compound interest

9. present value



There are three types of words that affect comprehension and academic success. (Calderón,

2011):

Tier 1 are basic words which second language learners need to communicate, read, and write. These

include words that should be taught due to spelling (tough, toothache), pronunciation or confusion with

homophones (ship/chip, blue/blew, sum/some), false cognates (exit, embarrassed, success), and

background knowledge (skyscraper, lawnmower).

Tier 2 are information processing words that nest Tier 3 words in long sentences, polysemous words -

homonyms or homographs (solution, power, table, roll, left), transition words (however, as well as,

nevertheless, for instance), connectors (for cause and effect – because, due to, as a result; for contrast

– but, although, in contrast; for addition or comparison – and, also, moreover), phrase clusters (scope

and sequence, academic language) and idioms (give me a break, walk in her shoes), and more

sophisticated words for discussions and specificity in descriptions (examples of specificity for the

word “talk” are argue, declare, converse).

Tier 3 are subject-specific words that label content discipline concepts, subjects, and topics. They are

infrequently used academic words. Some examples are: photosynthesis, pharmacology, democracy,

hemorrhage, osmosis, and autism.


workshop Tier 2 words and three targeted Tier 3 words critical for comprehension and learning of the

concepts for the workshop.

Tier 1 words must be addressed as they appear in teaching and learning activities in the classroom.

Tier 1

Simple Words

Tier 2


Words

Tier 3

Academic Words



Electronic Links:





Virtual Library

http://bibliotecavirtualut.suagm.edu/Purplemath


Webmath

http://www.webmath.com/simpinterest.html

Assignments to Be Completed Prior to the Workshop:

1. Follow the facilitator’s instructions to work on your glossary on the vocabulary detailed in the

Academic Core Vocabulary section.

2. Using the Virtual Library, Internet, and/or other academic resources, research information on

simple and compound interests.

3. Prepare a graphic organizer (e.g.Venn diagram, T-chart, flow chart, tree chart, time line, and

others) using the research information on simple and compound interests. They will also

explain why compound interest is the one mostly used in the market.

4. Go to the Voice Authoring tool in Blackboard Collaborate, previously known as Wimba, and

orally discuss the topic on simple discount notes and the purpose they serve.

5. Write a one-page essay about What is Inflation and the Effect it Can Have on a Business, using

the APA style. Be sure to include the references and submit to NetTutor for feedback. The

facilitator will send written works to SafeAssignTM

to check for plagiarism.

6. Go to the Discussion Board in Blackboard and answer the following questions:

a. What is the purpose of exact time and lapsed ordinary time?

b. How would a finance manager use this formula?

7. Continue working on the organization and completion of the digital portfolio following the

guidelines stipulated in the Digital Performance Portfolio Assessment Handbook.

8. Go to Tell Me More and continue working on the interactive exercises designed to

develop/improve linguistic skills in English. Submit the document found in Appendix D






http://www.webmath.com/simpinterest.html



indicating the amount of time spent working on the Language Lab/E-Lab activities and

exercises.

9. Using the simple interest formula (I = Prt) answer the following exercises:

(Refer to Appendices S-V as needed.)

a. What is the simple interest on a loan of $ 1700 with an annual interest rate of 8% to be

paid in 5 years?

b. What is the simple interest on a loan of $ 1,000 with an annual interest rate of 10% to be

paid in 5 years?

c. How much time elapsed if a loan of $ 2,500 with an interest rate of 6% paid $ 187.50

simple interest?

10. Students will be reminded to continue working, with their group, on their final

project/presentation which they will present during the last two hours of Workshop Five.


1. Blackboard


3. Tell Me More

4. NetTutor

5. Virtual Library

6. Voice Authoring tool









performance.













__ Cognitive 1)_______________________ 2)_______________________

__ Metacognitive 1)_______________________ 2)_______________________








students.



__ Dynamic


__ Rigorous







Phase 2: Explore



Phase 3: Explain



professional lives.

Phase 4: Elaborate




1. Facilitator will begin by conducting a review of the topics covered in the previous workshop to

ensure students’ comprehension.

2. The facilitator will introduce the topics on deposit accounts, inflation, and consumer price

index.

3. Entire class discussion: students will participate in an analytical activity known as Socratic

Seminar to brainstorm about examples of present value, future values, deposit accounts,

inflation, and consumer price index (keeping in mind how managers/businesses are affected).

The procedure for this activity will follow these steps:

a. The students will arrange their chairs in a circle around the classroom.

b. The facilitator will remind students that different concepts may be perceived differently

and diverse.

c. The facilitator will distribute individual white boards and markers (chart paper or

cardstock is optional).

d. Once the students are in a circle, the facilitator will direct their attention to a text,

picture, chart, graphic organizer or application problem that they will be discussing.

e. Each student will be asked to share his/her idea with the group.

4. Each student will bring to class the graphic organizer that they designed to explain and to



compare/contrast the difference between simple interest and compound interest. They will

display their work on the walls around the room for everyone to see. The students will walk

around the room to see the work displayed. They will be asked to write a short comment about

the organizer on a sticky note and paste it near the student’s paper.

5. The facilitator will discuss the topic on present and future values. The class will practice the

exercises in small groups using the tables found in Appendices R and S.

6. Students will complete any additional activities/assignments identified by the facilitator during

previous workshops.

7. The facilitator will divide the class into three groups and each group will be assigned a case to

from Appendix N. All cases will be discussed in class.

8. Invite students to reflect on any of the topics discussed in class.

9. The facilitator will discuss and clarify doubts regarding the assignments due prior to the next

workshop.

10. Students need to complete their final project which consists of a group presentation in English.

It will take place during the last two hours of Workshop Five and it will be considered their

second partial exam.

Phase 5: Evaluate

The facilitator will assess and evaluate the students’ understanding and progress toward educational

goals.

Assessment: (DIFFERENTIATED BY SECOND LANGUAGE PROFICIENCY LEVELS

1. Individual: Students will have the opportunity to write an individual reflection about the main

topics covered during Workshop Four. All self-reflections are part of the Digital Portfolio.

2. Group: Class will be divided into three groups to solve the cases that appear in Appendix N

(one case per group).

3. Written: Students will write a one-page essay comparing and contrasting simple and

compound interest.

4. Oral: Students will discuss and present the result of the cases on Appendix N.

Lesson Wrap-Up: (Refer to the following link for ideas on lesson wrap-up activities:

http://notanotherhistoryteacher.edublogs.org/2011/06/13/40-interesting-ways-to-close-a-lesson/.)

http://notanotherhistoryteacher.edublogs.org/2011/06/13/40-interesting-ways-to-close-a-lesson/



1. Individual: Each student will write a reflective entry for their journal based on the information

given to them by the facilitator.

2. Group: Students will break into their groups with their project partners. The facilitator will

provide them with enough time to discuss and work on any parts of their final project that they

need to complete.



TALLER CINCO/WORKSHOP FIVE

NOTA: Este taller es bilingüe. Tanto el

facilitador como los estudiantes deberán

utilizar el idioma asignado para cada tarea y

actividad. No mezclen los dos idiomas

(interferencia de códigos). Utilicen

solamente un lenguaje a la vez.

En las primeras dos horas se hablará en

español y en las últimas dos horas se hablará

en inglés.

NOTE: This is a bilingual workshop.

Both the facilitator and the students must

use the language assigned for each

assignment and activity. Do not mix the

two languages (code-switching). Use

only one language at a time. The first

two hours of the workshop must be

conducted in Spanish and the last two

hours in English.


El modelo de instrucción constructivista de las 5E representa las 5 fases de la secuencia de enseñanza y

aprendizaje que están basadas en lo siguiente: Enfocar, Explorar, Explicar, Extender/Elaborar y

Evaluar. (NASA, 2013).

Fase 1: Enfocar

Definición:

El propósito de esta fase es obtener la atención e interés del estudiante para envolverlos en la lección

mientras se evalúa el aprendizaje previo.



1. Reconocer la diferencia que existe entre una anualidad y una cuenta de retiro.

2. Identificar las características de los diversos tipos de cuentas de retiro.

3. Deducir y explicar el proceso de calcular el valor presente y el valor futuro de una anualidad.

4. Definir el concepto de depreciación y explicar el impacto de la depreciación en los estados

financieros

5. Señalar los diferentes métodos para calcular la depreciación.

6. Determinar, automatizar y computar los pagarés de préstamos.

7. Descubrir y calcular el balance diario de una tarjeta de crédito.



8. Razonar y calcular la tasa de interés anual.



1. Escuchar: Comprender los diferentes aspectos y las características de las anualidades.

2. Hablar: Explicar el proceso del cálculo del valor presente y valor futuro, mediante fórmulas o

tablas.

3. Leer: Analizar los resultados obtenidos, al calcular la tasa de interés de un préstamo comercial,

y emitir una opinión a nivel gerencial sobre el refinanciamiento o cancelación la deuda.

4. Escribir: Redactar un ensayo en el que compare y contraste los diversos métodos de

depreciación.

Vocabulario técnico de la disciplina en la lección -

1. Dividendo

2. Anualidad

3. Capital

4. Acciones ordinarias

5. Riesgo

6. Depreciación acumulada

7. Valor en libros

8. Certificado de depósito

9. Inflación

10. Cantidad compuesto

11. Cantidad futura

12. Deflación



Technical Vocabulary of the Discipline –

1. Dividend

2. Annuity

3. Capital

4. Ordinary Shares

5. Risk

6. Accumulated Depreciation

7. Book Value

8. Certificate of deposit

9. Inflation

10. Compound number

11. Future amount

12. Deflation




(Calderón, 2011).

Nivel 1: Se refiere a las palabras básicas que los aprendices de un segundo idioma necesitan para

comunicarse, leer y escribir. Este nivel incluye los vocablos que deben enseñarse debido a la naturaleza



de su ortografía (hacienda, hipopótamo), pronunciación o confusión con los homófonos (vez y ves;

hablando y ablando; sierra y cierra), falsos cognados (éxito; embarazada; suceso) y conocimientos

previos (rascacielos; cortadora de césped).

Nivel 2: Trata acerca del procesamiento de los vocablos que alberga el Nivel 3 en oraciones largas,

palabras polisémicas (con múltiples significados), homónimos (casa y caza), homógrafos (arroyo y

arrollo), palabras/frases de transición (sin embargo; al igual que; por ejemplo), conectores lingüísticos

de causa y efecto (porque; debido a; como resultado; por ende; en consecuencia). También se incluyen

aquellas frases de transición que se usan para contrastar (a diferencia de; por el contrario; no obstante),

para añadir ideas (además; aparte de; también) y para comparar (así como; del mismo modo). Además,

se consideran los grupos de palabras (alcance y secuencia; lenguaje académico), los modismos o frases

idiomáticas (dar en el clavo, ponerse en sus zapatos, con la soga al cuello) y las palabras más

sofisticadas, que son apropiadas para las discusiones y descripciones específicas (ejemplos de

especificidad para "hablar": discutir, declarar, conversar).

Nivel 3: Se centra en palabras, de temas específicos, que definen los conceptos de contenido de una

disciplina, materias y temas. Estos vocablos académicos se utilizan con poca frecuencia, fuera del

contexto académico. Algunos ejemplos son: fotosíntesis, farmacología, democracia, hemorragia,

ósmosis y autismo.

El facilitador seleccionará tres palabras del Nivel 1 que dificultarán la comprensión de los vocablos del

taller que requiera las del Nivel 2. Escoja tres palabras del Nivel 3, que sean críticas para comprender y

aprender los conceptos del taller.

Las palabras del Nivel 1 deben abordarse según aparecen en las actividades de enseñanza y aprendizaje

en el aula.

Nivel 1




Nivel 3







Biblioteca Virtual









http://www.rae.es/





http://www.rae.es/





Asignaciones que realizará antes del taller en español y discutirá en español durante las primeras

dos horas del taller:

1. Continúe trabajando en su glosario del curso con los conceptos detallados en la sección


2. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos para investigar sobre la

diferencia que existe entre una anualidad y una cuenta de retiro; las características de los

diversos tipos de cuentas de retiro; el proceso de calcular el valor presente y el valor futuro de

una anualidad; el concepto de depreciación y el impacto de la depreciación en los estados

financieros; los diferentes métodos para calcular la depreciación; la automatización y el

cómputo de los pagarés de préstamos; el balance diario de una tarjeta de crédito y el cálculo de

la tasa de interés anual. Prepare un resumen o un bosquejo y llévelo a clases para contribuir a

la discusión del material y aclarar dudas.

3. El facilitador creará un foro de discusión oral en la herramienta Voice Board de Blackboard.

En dicho foro, el estudiante resumirá oralmente los diferentes métodos de depreciación, sus

características y propósitos en un negocio; además definirá lo que son valores presentes y

valores futiros y cómo estos últimos afectan a las organizaciones. El resto de la clase

reaccionará oralmente a al menos tres comentarios de los compañeros.

4. Prepare un organizador gráfico, que determinará el facilitador, en el distinga el valor presente

del valor futuro de las anualidades. Llegue listo para una actividad colaborativa en clase. (Parte

de la evaluación)

5. Trabaje los casos del Apéndice O y conteste las preguntas en español. Asegúrese de redactar

según APA, incluya las citas y referencias y envíelo a NetTutor para recibir retroalimentación.

El facilitador enviará los trabajos escritos a SafeAssignTM

para detectar casos de plagio. Llegue

preparado para compartir los resultados de los ejercicios en clase. (Parte de la evaluación)

6. Siga practicando sus destrezas de lenguaje en español utilizando las herramientas de Tell Me

More. Complete y entregue el Apéndice D al facilitador e indique el tiempo que trabajó en las

actividades y ejercicios del Laboratorio de Idiomas/E-Lab.

7. Complete el informe y la presentación audiovisual del trabajo final y prepárese para la

presentación oral en grupo, que se ofrecerá en inglés durante las últimas dos horas del taller.

(Parte de la evaluación)



Assignments to Be Completed Prior to the Workshop and Discussed in English During the Last

Two Hours of the Workshop:

1. Go to the Discussion Board in Blackboard and answer the following questions: What are

annuities? Mention the different retirement accounts that are available. What is depreciation

and how can an organization benefit from depreciating assets?

2. Go toTell Me More and complete all the corresponding activities designed to develop/improve

linguistic skills in English and Spanish. Complete the information required in Appendix D and

submit it to the facilitator.

3. Finalize the digital portfolio ensuring that you have accurately complied with all the guidelines

stipulated in the Digital Performance Portfolio Assessment Handbook.

4. Student should read and bring an article related to the topics to be discussed in class.

5. Finalize the group project and be prepared for the presentation that will be conducted, in

English, during the last two hours of Workshop Five.


1. Blackboard

2. Tell Me More

3. NetTutor


5. Virtual Library

6. Voice Authoring tool

7. Voice E-mail









performance.













__ Cognitive 1)_______________________ 2)_______________________

__ Metacognitive 1)_______________________ 2)_______________________








students.



__ Dynamic


__ Rigorous







Phase 2: Explore



Phase 3: Explain



professional lives.

Phase 4: Elaborate




1. El facilitador repasará los temas que se cubrieron en el taller anterior para asegurarse de que los

alumnos comprendan el material.

2. El facilitador preparará una actividad constructivista para repasar las asignaciones que los

estudiantes completaron en español antes del taller y comprobará que los alumnos hayan

comprendido el material. Habrá oportunidad para aclarar dudas.

3. El facilitador y los estudiantes discutirán el material de la clase.

4. Reunidos en equipos, los alumnos compararán sus organizadores gráficos y los consolidarán en

uno solo. Escogerán a un portavoz que compartirá los elementos comunes y el ejercicio analítico

por el cual pasaron al diseñarlo. (Parte de la evaluación)

5. Los estudiantes compartirán y explicarán los resultados de los ejercicios del Apéndice O, que

resolvieron como parte de la asignación. (Parte de la evaluación)


1. Students will listen to a formal presentation conducted by the facilitator regarding securities

and certificates of deposit. During the presentation, the facilitator will use a series of examples

and case studies to reinforce the material discussed in class.



2. The facilitator will ask the students to talk about some of the questions that they answered (as

part of their assignment) through the Discussion Board in Blackboard. Any doubts will be

clarified.

3. Students will gather with their group to do the presentation of their final project and turn in

their final written work and presentation.

4. Look for the KWHLAQ Chart that you used in workshop one and complete the last 3 columns.

Discuss it with your classmates.

Phase 5: Evaluate

The facilitator will assess and evaluate the students’ understanding and progress toward educational

goals.

Assessment:

1. Individual: Appendix O exercises.

2. Group: Teamwork during graphic organizer discussion.

3. Written: Final project presentation will count as their second partial exam.

4. Oral: Final project presentation will count as their second partial exam.



Lesson Wrap-Up:

1. Individual: Students will write a self-reflection about an article that they read in reference to a

topic discussed in class, and also include how helpful this course has been for them.

2. Group: After the final group presentations are completed, and time permitting, the facilitator

will call on volunteers to share their last self-reflection with the class.



APÉNDICES/APPENDICES



APPENDIX A:

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

“Can Do” Listening Rubric

http://www.wida.us/



Instructions to use these rubrics: The facilitator will use these rubrics to diagnose the different levels of

proficiency of the students in the class. Once the facilitator has identified the students by proficiency levels, he/she

can use this information to assign groups and activities utilizing differentiated instruction. These rubrics do not have

an evaluation scale because they are used as an informal diagnostic tool.

National Proficiency Levels Criteria

Starting

Identifies objects.

Names concrete objects.

Points to picture/object of the word heard.

Follows simple commands.

Repeats words or simple phrases.

Understands simple messages – gestures, pointing.

Emerging

Draws a picture.

Requires continuous repetition.

Follows verbal dictations.

Checks-off words that were heard.

Repeats information heard to determine comprehension.

Understands slow speech and multiple repetitions.

Developing Understands more details of spoken language.

Needs limited or no repetition and slow speech.

Understands basic academic vocabulary which is frequently used in class

discussions.

Understands class discussions with some difficulty.

Understands most of what was said.

Expanding Needs limited or no repetition at normal speed speech.

Understands academic vocabulary used in class discussions.

Understands class discussions with little difficulty.

Understands nearly everything said.

Bridging Needs no repetition at normal speed speech.

Understands elaborate academic vocabulary used in class discussions.

Understands class discussions with no difficulty.

Demonstrates a native-like English speaker’s understanding of what is said.

“Can Do” Speaking Rubric

National Proficiency Criteria



Levels

Starting Names concrete objects.

Responds a simple yes or no to questions.

Repeats words or simple phrases.

Uses one word commands.

Mispronounces words, making it difficult to be understood.

Breaks speech into parts, making comprehension difficult.

Uses limited or no vocabulary to support message.

Emerging Uses a few more words to respond to questions although grammatically incorrect.

Uses one-, two-, and multiple-word commands.

Uses verb tenses interchangeably.

Misuses words in daily speech.

Repeats spoken words or phrases to improve understanding due to pronunciation flaws.

Uses grammar and word order incorrectly.

Uses vocabulary (emerging stage) to support oral messages.

Developing Responds using longer phrases/sentences.

Initiates and carries out conversations; however, there may be interruptions due to thinking

of the correct words to say.

Applies grammar and word order correctly most of the time.

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation.

Uses vocabulary to support oral messages.

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences.

Uses and interprets idiomatic expressions.

Converses more fluently in social settings.

Uses academic vocabulary frequently in class discussions.

Participates in class discussions using academic content with slight hesitation.

Misuse of grammar and word order seldom occurs and does not interrupt meaning.

Pronounces most words accurately and clearly.

Bridging Speaks fluently.

Uses elaborate academic vocabulary in all class discussions correctly.

Participates in class discussion using academic content without hesitation.

Uses appropriate vocabulary to support oral messages at all times.

Uses correct grammar and word order all of the time.

Speaks with native-like pronunciation and intonation.



“Can Do” Reading Rubric

National

Proficiency

Levels

Criteria

Starting Lacks comprehension of a wide array of written material (not developed).

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed).

Struggles with use of pre-reading and reading skills (not developed).

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not developed).

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,

resolve

deficiencies independently or with the help of others, etc.) (not developed).

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional texts

that

bridge personal, professional and academic themes, news articles, short stories, short novels, etc.).

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks.

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,

skimming,

scanning, inferences, paragraph frames, DRA, SQ3R, etc.) (slowly emerging).

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,

definition, restatement, examples, surrounding words, etc.).

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above).

Applying successful reading skills (as listed above) is still emerging.

Developing Comprehends a wide array of written material (as listed above).

Interprets basic graphs, charts, tables and forms.

Applies correctly pre-reading and reading skills (as listed above).

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above) -

evidence of

emerging.

Understands the relationship between ideas (as listed above) - evidence of emerging.

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy.

Interprets increasingly complex graphs, charts, tables, and forms accurately.

Applies pre-reading and reading skills (as listed above) very strongly.

Applies strategies to guess meanings of unfamiliar words from context (as listed above), which is clearly evident.

Identifies signal words to understand the relationship between ideas (as listed above) and reading patterns to identify

literary

genres (as listed above) – strongly emerging.

Understands the relationship between ideas (as listed above) - strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy.

Bridging Comprehends various types and lengths of level-appropriate written materials (as listed above) - fully developed.

Interprets complex graphs, charts, tables, and forms accurately.

Applies pre-reading and reading skills (as listed above) - fully developed.

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy.

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect).

Demonstrates fully developed strategic reading skills (as listed above).



“Can Do” Writing Rubric

National

Proficiency

Levels

Criteria

Starting Lacks clear writing and focus. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging introduction and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand

the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to

understand the writing.

Rambles - use of incomplete sentences that are too long to understand. Sentences follow a simple structure and/or style.

Struggles with spelling, punctuation, capitalization, and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e.g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for

inquiry,

for drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not

developed.

Emerging Writes sentences that are still unclear, although there seems to be a guide to a focused topic; however, it may drift at times. There is an

attempt in

using details to support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing, but many

words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part, it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but

there are

signs of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but it shifts to another topic at times. Support of main idea is lacking.

Reader is

left with unanswered questions.

Attempts to write a proper introduction and conclusion; however, both are dull or unclear. Transitions help connect ideas, although at

times they

distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions; however, the writing could read and sound

better by improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea. Some

readers’

questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion; however, some improvement is needed. Needs to continue using transitional words properly in

order to

allow the proper flow of ideas.

Selects and uses vocabulary words that are livelier and more appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few, and nothing distracts

from the writing.

Applies mature strategic writing skills.



Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions

are Answered.

Writing has a clear introduction that hooks the reader and a conclusion that leaves a lasting impression. Use of transitions helps the reader

to connect ideas. Reading flows and is not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of

the writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and

rhythm.

Demonstrates excellent control of spelling, punctuation, capitalization and other writing conventions.

Strategic writing skills are fully developed.



APPENDIX B: PARAGRAPH CONSTRUCTION RUBRIC



APPENDIX B: PARAGRAPH CONSTRUCTION RUBRIC

Student’s name: __________________________________ Date: _______________

Facilitator’name: ______________________Course: ________ Assignment: __________

Instructions: This rubric should be used to assess paragraph construction. The facilitator is to provide the

participants with ideas and support to remediate in the evaluation areas needed.

*What are transitions, and how are they used in effective writing? Transitions: are phrases or words used to connect one idea to the next; are used by the writer to help the reader progress from one significant

idea to the next; show the relationship within a paragraph (or within a sentence) between the main idea and the support the writer gives for those ideas. Different transitional words have different functions.

Refer to: (https://www.msu.edu/user/jdowell/135/transw.html).

GRADE BASED ON SCORES:

A: All Green B: 20 Points (Green/Yellow) C: All Yellow Scores D: 13 Points (Yellow/Red) F: All Red Scores

Evaluation Areas SCORE: GRADE**:

3 Points Each 2 Points Each 1 Point Each

Topic Sentence Topic sentence is clear as it

relates to the assigned topic,

and it is correctly placed as

the first sentence.

Topic sentence is either

unclear as to the assigned

topic, or it is incorrectly

placed.

There is no evident topic sentence.

It is unrelated to the assigned topic,

and/or it is incorrectly placed.

Explanation of

Topic Sentence

(Supporting

Ideas)

There are three sentences

explaining the topic sentence

related to the assigned topic.

There are only two

sentences explaining the

topic sentence, or the

explanation is too general.

There is only one or no sentence

explaining the topic sentence

related to the assigned topic.

Evidence for

Topic Sentence

(Elaborating

Details)

Evidence for all three

explanation sentences related

to the assigned topic is

provided.

Evidence for two

explanation sentences

related to the assigned

topic is provided, or

evidence is too general.

There is no specificity.

Only one or no evidence sentence

related to the assigned topic is

provided.

Conclusion

Sentence

Conclusion sentence

rephrases the topic sentence

related to the assigned topic,

and it explains its

importance.

Conclusion sentence

rephrases the topic

sentence, but it doesn’t

explain its importance.

There is no conclusion sentence, or

conclusion sentence is unrelated to

the topic.

Fragments and

Run-on Sentences

There are no fragments or

run-on sentences.

There is one fragment or

run-on sentence.

There are two or more fragments

or run-on sentences.

Use of

Transitions*

Transitional words are used

effectively throughout the

written work.

Transitions are used

throughout, but one

transitional word is used

incorrectly. It is missing

one or two transitions.

Transitions are not used, are all

incorrectly used, or five or more

transitions are missing.

Grammar Paragraph has no errors in

punctuation, capitalization

and spelling, use of verb

tenses, word agreement, or in

the use of personal pronouns.

Legible

Paragraph has two errors in

punctuation, capitalization

and spelling, use of verb

tenses, word agreement, or

in the use of personal

pronouns.

Marginally Legible

Paragraph has more than three

errors in punctuation, capitalization

and spelling, use of verb tenses,

word agreement, or use of personal

pronouns that make understanding

difficult.

Not legible

TOTAL POINTS:

https://www.msu.edu/user/jdowell/135/transw.html



APPENDIX C:

THE WRITING PROCESS

SIX-TRAIT ANALYTIC WRITING RUBRIC

Retrieved from:

http://www.azed.gov/standards-development-assessment/six-traits/

http://www.azed.gov/standards-development-assessment/six-traits/



APPENDIX C

THE WRITING PROCESS

SIX-TRAIT ANALYTIC WRITING RUBRIC

Student’s name: _________________________________ Date: ______________

Facilitator’s name: ______________________________ Course: ____________

Assignment: ____________________________________

Instructions: This rubric will be used to evaluate written work done by the student in both English and

Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and Content, etc.). Select the

criteria per level (6 = highest, 1 = lowest) that best reflect the student’s writing ability.

Refer to all the Appendix B sheets that describe, in detail, all the writing traits that you are evaluating

in order to properly complete this rubric.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

1. Ideas and Content

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

TOTALS - add all the totals down and

then across to obtain the Grand Total.

Grand Total:

___________

Final Score: ___/36_

Scoring Scale: (36 - 0)

Outstanding: 32-36 points = A

Very Good: 29-31 points = B

Satisfactory: 25-28 points = C

Fair: 22-24 points = D

Poor: 0-21 points = F



Six-Trait Analytic Writing Rubric

Trait #1: Idea and Content

Criteria per Level

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand

out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized

by:

• clarity, focus, and control,

• main idea(s) that stands out,

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible

support,

• a thorough, balanced, in-depth explanation/exploration of the topic; the writing makes connections and shares insights,

and

• content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by

supporting details suitable to audience and purpose. The writing is characterized by:

• clarity, focus, and control,

• main idea(s) that stands out,

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible

support,

• a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights, and

• content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be

limited or rather general. The writing is characterized by:

• an easily identifiable purpose,

• clear main idea(s),

• supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used

to provide accurate support,

• a topic that is explored/explained, although developmental details may occasionally be out of balance with the main

idea(s); some connections and insights may be present, and

• content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be

effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is

characterized by:

• an easily identifiable purpose and main idea(s),

• predictable or overly obvious main ideas or plot; conclusions or main points seem to echo observations heard

elsewhere,

• support that is attempted, but developmental details that are often limited in scope, uneven, somewhat off-topic,

predictable, or overly general,

• details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable

sources of information, and

• difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by:

• a purpose and main idea(s) that may require extensive inferences by the reader,

• minimal development; insufficient details,

• irrelevant details that clutter the text, and

• extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by:

• ideas that are extremely limited or simply unclear and

• attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an

idea.



Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and

move the reader through the text easily. The writing is characterized by:

• effective, perhaps creative sequencing; the organizational structure fits the topic, and the writing is easy to

follow,

• a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure,

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas), and

• details that fit where placed.

5

The organization enhances the central idea(s) and its development. The order and structure are strong and

move the reader through the text. The writing is characterized by:

• effective sequencing; the organizational structure fits the topic, and the writing is easy to follow,

• an inviting beginning that draws the reader in and a satisfying sense of resolution or closure,

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas), and

• details that fit where placed.

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is

characterized by:

• clear sequencing,

• an organization that may be predictable,

• a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may

lack subtlety,

• a body that is easy to follow with details that fit where placed,

• transitions that may be stilted or formulaic, and

• organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal.

The writing is characterized by:

• attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear,

• a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic

is...”, “These are all the reasons that…”),

• transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions,

numbering, etc.) may be overused,

• a structure that is skeletal or too rigid,

• placement of details that may not always be effective, and

• organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible;

however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece

is simply too short to demonstrate organizational skills. The writing is characterized by:

• some attempts at sequencing, but the order or the relationship among ideas is frequently unclear,

• a missing or extremely undeveloped beginning, body, and/or ending,

• a lack of transitions, or when present, ineffective or overused,

• a lack of an effective organizational structure, and

• details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader

remains confused. The writing is characterized by:

• a lack of effective sequencing,

• a failure to provide an identifiable beginning, body and/or ending,

• a lack of transitions,

• pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly,

and

• a lack of organization which ultimately obscures or distorts the main point.



Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply

committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive,

engaging, or sincere. The writing is characterized by:

• an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong

personal voice, while an expository piece may require extensive use of outside resources and a more

academic voice; nevertheless, both should be engaging, lively, or interesting; technical writing may require

greater distance),

• an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to

communicate the message most effectively; the reader may discern the writer behind the words and feel a

sense of interaction, and

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness,

honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to

the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The

writing is characterized by:

• an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong

personal voice while an expository piece may require extensive use of outside resources and a more academic

voice; nevertheless, both should be engaging, lively or interesting; technical writing may require greater

distance),

• a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the

message most effectively; the reader may discern the writer behind the words and feel a sense of interaction,

and

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness,

honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to

be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by:

• a questionable or inconsistent level of closeness to or distance from the audience,

• a sense of audience; the writer seems to be aware of the reader but has not consistently employed an

appropriate voice; the reader may glimpse the writer behind the words and feel a sense of interaction in

places, and

• liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately

casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however,

the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by:

• a limited sense of audience; the writer’s awareness of the reader is unclear,

• an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two

later and the writing become somewhat mechanical, and

• a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has

chosen a suitable voice. The writing is characterized by:

• little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical,

• a voice that is likely to be overly informal and personal,

• a lack of audience awareness; there is little sense of "writing to be read," and

• little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and

writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by:

• no engagement of the writer; the writing is flat and lifeless,

• a lack of audience awareness; there is no sense of “writing to be read,” and

• no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing

does not involve or engage the reader.



Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to

audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen

and thoughtfully placed for impact. The writing is characterized by:

• accurate, strong, specific words; powerful words energize the writing,

• fresh, original expression; slang, if used, seems purposeful and is effective,

• vocabulary that is striking and varied, but that is natural and not overdone,

• ordinary words used in an unusual way, and

• words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and

purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully

placed for impact. The writing is characterized by:

• accurate, specific words; word choices energize the writing,

• fresh, vivid expression; slang, if used, seems purposeful and is effective,

• vocabulary that may be striking and varied, but that is natural and not overdone,

• ordinary words used in an unusual way, and

• words that evoke clear images; figurative language may be used.

4

Words effectively convey the intended message. The writer employs a variety of words that are functional

and appropriate to audience and purpose. The writing is characterized by:

• words that work but do not particularly energize the writing,

• expression that is functional; however, slang, if used, does not seem purposeful and is not particularly

effective,

• attempts at colorful language that may occasionally seem overdone,

• occasional overuse of technical language or jargon, and

• rare experiments with language; however, the writing may have some fine moments and generally avoids

clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and

purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled

with familiar words and phrases. The writing is characterized by:

• words that work, but rarely capture the reader’s interest,

• expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective,

• attempts at colorful language that seem overdone or forced,

• words that are accurate for the most part, although misused words may occasionally appear, technical

language or jargon may be overused or inappropriately used, and

• reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is

characterized by:

• words that are colorless, flat or imprecise,

• monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the

message, and

• images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is

obscured. Only the most general kind of message is communicated because of vague or imprecise language.

The writing is characterized by:

• general, vague words that fail to communicate,

• an extremely limited range of words, and

• words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.



Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with

consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is

characterized by:

• a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next,

• extensive variation in sentence structure, length, and beginnings that add interest to the text,

• sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships

among ideas,

• varied sentence patterns that create an effective combination of power and grace,

• strong control over sentence structure; fragments, if used at all, work well, and

• stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure

that makes expressive oral reading easy and enjoyable. The writing is characterized by:

• a natural, fluent sound; it glides along with one sentence flowing into the next,

• variation in sentence structure, length, and beginnings that add interest to the text,

• sentence structure that enhances meaning,

• control over sentence structure; fragments, if used at all, work well, and

• stylistic control; dialogue, if used, sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence

patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by:

• a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and

grace,

• some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from

overall impact,

• strong control over simple sentence structures, but variable control over more complex sentences;

fragments, if present, are usually effective, and

• occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times

sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader

to slow down or reread. The writing is characterized by:

• some passages that invite fluid oral reading; however, others do not,

• some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence

patterns,

• good control over simple sentence structures, but little control over more complex sentences; fragments, if

present, may not be effective,

• sentences which, although functional, lack energy, and

• lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow

down or reread. The writing is characterized by:

• significant portions of the text that are difficult to follow or read aloud,

• sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object), and

• a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very

awkward. The writing is characterized by:

• text that does not invite, and may not even permit, smooth oral reading,

• confusing word order that is often jarring and irregular,

• sentence structure that frequently obscures meaning, and

• sentences that are disjointed, confusing, or rambling.



Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the

reader can easily skim right over them unless specifically searching for them. The writing is characterized by:

• strong control of conventions; manipulation of conventions may occur for stylistic effect, • strong, effective use of punctuation that guides the reader through the text,

• correct spelling, even of more difficult words,

• paragraph breaks that reinforce the organizational structure, • correct grammar and usage that contribute to clarity and style.

• skill in using a wide range of conventions in a sufficiently long and complex piece, and

• little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,

grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede

readability. The writing is characterized by: • strong control of conventions,

• effective use of punctuation that guides the reader through the text,

• correct spelling, even of more difficult words, • paragraph breaks that reinforce the organizational structure,

• correct capitalization; errors, if any, are minor,

• correct grammar and usage that contribute to clarity and style, • skill in using a wide range of conventions in a sufficiently long and complex piece, and

• little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by:

• control over conventions used, although a wide range is not demonstrated,

• correct end-of-sentence punctuation; internal punctuation may sometimes be incorrect, • spelling that is usually correct, especially of common words,

• basically sound paragraph breaks that reinforce the organizational structure,

• correct capitalization; errors, if any, are minor, • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader, and

• moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,

grammar and usage). Errors begin to impede readability. The writing is characterized by: • some control over basic conventions; the text may be too simple to reveal mastery,

• end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors,

• spelling errors that distract the reader; misspelling of common words occurs,

• paragraphs that sometimes run together or begin at ineffective places,

• capitalization errors,

• errors in grammar and usage that do not block meaning but do distract the reader, and • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is

characterized by: • little control over basic conventions,

• many end-of-sentence punctuation errors; internal punctuation contains frequent errors,

• spelling errors that frequently distract the reader; misspelling of common words often occurs, • paragraphs that often run together or begin in ineffective places,

• capitalization that is inconsistent or often incorrect,

• errors in grammar and usage that interfere with readability and meaning, and • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In

fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by:

• very limited skill in using conventions,

• basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect, • frequent spelling errors that significantly impair readability,

• paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text,

• capitalization that appears to be random, and • a need for extensive editing.



APÉNDICE D/APPENDIX D:

INFORMACIÓN ACERCA DEL LABORATORIO DE IDIOMAS

Y EL E-LAB

LANGUAGE LAB AND E-LAB INFORMATION



Apéndice D

Información acerca del Laboratorio de Idiomas y el E-Lab

El Laboratorio de Idiomas y el E-Lab están diseñados para ayudar a los estudiantes a desarrollar sus

habilidades lingüísticas en inglés y en español y a lograr los objetivos de aprendizaje a lo largo de su

carrera. Ambos cuentan con una amplia variedad de ejercicios visuales y auditivos en línea, recursos

de investigación y actividades de escritura guiada, que les permiten a los alumnos mejorar sus

habilidades de comprensión auditiva y de lectura, pronunciación, desarrollo de vocabulario, gramática

y escritura.

El Laboratorio de Idiomas también ofrece una gran cantidad de páginas web de English for Speakers of

Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de otros idiomas) que han sido

seleccionadas cuidadosamente. Así también, cuenta con otras páginas electrónicas en español, con el

fin de satisfacer las necesidades de los estudiantes. Además, el Laboratorio de Idiomas y el E-Lab

cuentan con otras aplicaciones informáticas que fomentan el aprendizaje del idioma y del contenido

académico, tales como Tell Me More, NetTutor y Blackboard Collaborate.

Tell Me More es un sistema eficaz para aprender inglés y español, que les permite a los estudiantes

reforzar sus destrezas y además cumplir con las horas de laboratorio que requieren sus clases. Para

poder usar este programa, los estudiantes necesitan Internet, el navegador Internet Explorer y acceso a

la plataforma Blackboard.

Inicialmente, el sistema evalúa el nivel de conocimiento de los estudiantes y crea un programa de

aprendizaje, adaptado a las especificidades de lenguaje de cada uno, lo que permite medir el progreso

individual. Los alumnos pueden mejorar su pronunciación, gramática y destrezas auditivas, desde el

nivel de principiante hasta el nivel avanzado, con dos perfiles diferentes: lenguaje cotidiano y lenguaje

de negocios.

NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en directo para materias cuánticas y

de computación (tiene horarios fijos). En los cursos en los que no se ofrece tutoría en directo, los

estudiantes pueden publicar sus dudas, las cuales se contestarán en un lapso de 72 horas. El sistema

también cuenta con un banco de preguntas y respuestas frecuentes, que está disponible 24 horas al día,

los siete días de la semana. NetTutor puede accederse remotamente, siempre y cuando cuente con

conexión a Internet. Este servicio ofrece tutorías en las siguientes materias:

Inglés (disponible para todos los cursos)

Español (disponible para todos los cursos)

Estadísticas (el estudiante debe estar matriculado en el curso)

Matemáticas (el estudiante debe estar matriculado en el curso)

Contabilidad (el estudiante debe estar matriculado en el curso)

Sistemas de información computarizada (el estudiante debe estar matriculado en el curso).

Blackboard Collaborate es una herramienta electrónica que, entre otros aspectos, promueve el uso de

la voz en línea para que los alumnos y el facilitador interactúen y para desarrollar material didáctico.

Los estudiantes usan Blackboard Collaborate para participar en los foros de discusión oral en línea,



preparar presentaciones orales, enviar mensajes de voz y cumplir con otras asignaciones. La

aplicación principal de uso de voz se llama Voice Authoring, que cuenta con las siguientes

herramientas:

Voice Board: puede publicar y escuchar mensajes orales en un foro de discusión en línea y

postear comentarios orales y escritos.

Voice E-mail: sirve para enviar correos electrónicos con mensajes de voz y escritos.

Voice Podcaster: facilita la creación y distribución de mensajes orales de los participantes.



Appendix D:

Language Lab and E-Lab Information

The Language Lab and E-Lab are designed to help students strengthen their linguistic skills in English

and Spanish and to fulfill the content objectives of the course. Both labs count on a wide variety of

visual and auditory on-line exercises, Internet-based research, and guided writing activities that allow

students to improve their listening and reading comprehension skills, pronunciation, vocabulary

building, grammar, and writing.

The Language Lab also offers a package of several carefully selected English for Speakers of Other

Languages (ESOL) websites, as well as other Spanish web pages designed to meet the students’ needs.

Additionally, the Language Lab and E-Lab provide other software applications, such as Tell Me More,

NetTutor and Blackboard Collaborate, that promote language and academic content learning.

Tell Me More is an effective system for English and Spanish learning that allows students to

strengthen their skills and fulfill the language lab hours required in their classes. Students must have

Internet connection, Internet Explorer browser, and access to Blackboard to be able to use this

program.

The system initially assesses students’ knowledge and creates a learning path specifically tailored to

each student’s needs, thus allowing facilitators to measure every student’s progress. Students can

improve their pronunciation, grammar and listening skills, from beginner to advanced levels, with two

different profiles: everyday language and business oriented language.

NetTutor is an online tutoring service which provides live tutoring for numerical and computer classes

(scheduled hours apply). Students can post their questions for classes which do not offer live tutoring.

These will be answered within 72 hours. The system also has a “Frequently Asked Questions” section

available 24/7. NetTutor can be accessed remotely with an Internet connection. This service offers

tutoring for the following subjects:

English (available for all courses),

Spanish (available for all courses),

Statistics (student must be enrolled in the course),

Mathematics (student must be enrolled in the course),

Accounting (student must be enrolled in the course), and

Computer Information Systems (student must be enrolled in the course).

Blackboard Collaborate is an electronic tool that, among other aspects, promotes the use of voice

online, allowing students and the facilitator to interact and to develop academic content. Students use

Blackboard Collaborate to participate in oral online discussion forums prepare oral presentations, send



voice e-mails, and complete other assignments. The main voice application is Voice Authoring which

includes the following tools:

Voice Board: allows participants to post and listen to voice messages on discussion boards and

to post oral and written comments.

Voice E-mail: allows participants to send voice and written messages via e-mail.

Voice Podcaster: facilitates the creation and distribution of participants’ voice messages.



APPENDIX E: LANGUAGE LAB/E-LAB DOCUMENTATION



APÉNDICE E/APPENDIX E

LANGUAGE LAB/E-LAB DOCUMENTATION

Instructions: Each student will complete the following forms and give them to the facilitator to be

included as part of the assessment criteria for the class.

Ana G. Méndez University System

Language Lab/E-Lab

Attendance Log

Student’s Name: _______________________________________________________

Student’s ID Number: _____________________

Course: ___________________

Facilitator’s Name: _____________________________________________________

Semester: ___________________ PT: _____________________

Language Lab/E-Lab Documentation



Instructions: Each student should complete this form and submit it weekly to the facilitator as part of

the class evaluation based on assignments given by the facilitator.

AREAS OF

IMPROVEMENT

AND ASSIGNMENTS PROVIDED BY

FACILITATOR

DATE ELECTRONIC

RESOURCES

USED AND

TASKS

COMPLETED

AGM

CLASSROOM

LAB. (L)

OFF-CAMPUS

PRACTICE (O)

STAFF/FACULTY

SIGNATURE

Tell Me More

NetTutor

Blackboard

Collaborate

Tools

Internet-Based

Research

(Virtual

Library)

English

and/or

Spanish

Websites

Activities

Total number of hours: _______



APÉNDICE F/APPENDIX F: RÚBRICA DEL ENSAYO

ESSAY RUBRIC



APÉNDICE F: RÚBRICA DEL ENSAYO

Nombre del estudiante: ___________________________________________________

Fecha: _____________________________ Tema: _____________________________

Instrucciones: Escriba una “X” en el encasillado que aplica a cada criterio. Para obtener el total, sume los números

correspondientes hacia abajo y luego hacia el lado.

Criterios 5

Excelente

4

Muy

bueno

3

Bueno

2

Promedio

1

Deficiente

Contenido

Propósito: El propósito o argumento central del

escritor es evidente al lector.

Contenido: La presentación de información relevante

y legítima apoya el propósito o argumento central

claramente y demuestra un análisis profundo de un

tema significativo. El lector adquiere percepciones

importantes.

Organización: Las ideas están organizadas de manera

lógica para apoyar el propósito o argumento; fluyen

fácilmente entre sí y están claramente vinculadas. El

lector sigue el razonamiento con facilidad.

Cautiva al lector y mantiene su interés a través del

trabajo.

Pensamiento crítico: Critica el contexto del discurso

académico en términos de las suposiciones del

estudiante; integra diferentes maneras

epistemológicas y disciplinarias de saber e incluye

evidencia de autorreflexión y autoevaluación.

Formula conclusiones basadas en lo investigado.

Demuestra que entiende las ideas significativas para

alcanzar organizadamente un nivel alto de

comprensión.

Lenguaje

Demuestra dominio del idioma del taller, incluyendo

el vocabulario académico, la sintaxis y el flujo de

ideas.

Usa correctamente la ortografía, puntuación, y el

estilo APA.

Emplea un nivel de formalidad del idioma que es

apropiado para el tipo de documento.

Totales

(70 % para contenido y 30 % para lenguaje)

Total:

_____

Firma del facilitador: ______________________________ Date: ____________________________

Escala evaluativa: (0-50)

Excelente: 45-50 puntos = A

Bueno: 40-44 puntos = B

Satisfactorio: 35-39 puntos = C

Regular: 30-34 puntos = D

Pobre: 0-29 puntos = F



APPENDIX F: ESSAY RUBRIC

Student’s name: _________________________________________________________

Date: _____________________________ Topic: _____________________________

Instructions: Write an “X” in the box that applies for each criterion. Add the corresponding

numbers down and across to obtain the total.

Criteria 5

Excellent

4

Very Good

3

Good

2

Average

1

Poor

Content

Purpose: Writer's central purpose or argument is readily

apparent to the reader.

Content: Presentation of relevant and legitimate

information clearly supports a central purpose or argument

and shows a thoughtful, in-depth analysis of a significant

topic. Reader gains important insights.

Organization: Ideas are arranged in a logical order to

support the purpose or argument; they flow smoothly from

one to another and are clearly linked to each other. Reader

can easily follow the line of reasoning.

Writing is compelling; it hooks the reader and sustains

interest throughout.

Critical Thinking: Critiques context of the scholarly

discourse in terms of the student’s assumptions.

Integrates different disciplinary and epistemological ways

of knowing and includes evidence of reflection and self-

assessment.

Draws conclusions based on research-based facts.

Demonstrates a comprehensive grasp of significant ideas

to reach a higher level of understanding in an organized

manner.

Language

Demonstrates a command of the language of the

workshop, including academic vocabulary, syntax and

flow of ideas.

Uses spelling, punctuation, and APA style correctly.

Uses a level of formality of language that is appropriate

for the nature of the document.

Totals

(70% for content and 30% for language)

Total:

_____

Facilitator’s signature: _____________________________________ Date:

_________________________

Scoring Scale (0-50)

Outstanding: 45-50 puntos = A

Very Good: 40-44 puntos = B

Satisfactory: 35-39 puntos = C

Fair: 30-34 puntos = D

Poor: 0-29 puntos = F



APÉNDICE G/APPENDIX G:

RÚBRICA DE PARTICIPACIÓN EN CLASE

CLASS PARTICIPATION RUBRIC



APÉNDICE G: RÚBRICA DE PARTICIPACIÓN EN CLASE

Los estudiantes y los facilitadores deben utilizar esta rúbrica para evaluar la participación en clase.

Nombre del estudiante: ______________________ Fecha: _______________

Tema: ________________________________________ Taller: ______________

Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de manera

que asigne los puntos que mejor reflejen la participación en clase del alumno. Cinco corresponde a

la máxima puntuación, mientras uno refleja la puntuación mínima. También puede escribir sus

comentarios (opcional).

Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume los

números correspondientes hacia abajo y luego hacia el lado. Utilice la escala evaluativa para

determinar la calificación final.

Escala:

5=Puntuación máxima 1=Puntuación mínima

5 4 3 2 1

Criterios Contenido

Participación, recursos y herramientas de la clase y

en línea:

1. Participa activamente en todas las actividades de la

clase, incluyendo las herramientas de Blackboard

Collaborate y los foros de discusión.

Iniciativa y creatividad:

2. Demuestra iniciativa y creatividad en las actividades

de la clase.

Discusiones y comentarios (escritos y orales):

3. Evidencia su interés en las discusiones que se

presentan y expresa comentarios pertinentes, por

escrito y oralmente, de manera oportuna.

Publicación de trabajos y retroalimentación:

4. Publica oportunamente el trabajo asignado, dando

tiempo suficiente para recibir retroalimentación.

Información adicional:

5. Contribuye a la clase con material e información

adicional.

Atención y empatía:

6. Demuestra atención y empatía hacia las opiniones y los

argumentos de sus compañeros.

Respeto sin prejuicios:

7. Respeta las preguntas y planteamientos de los

compañeros.



Escala:


5 4 3 2 1

Criterios Lenguaje

Uso apropiado del español académico y técnico:

8. Contribuye frecuentemente a las discusiones en clase y

emplea el vocabulario académico y técnico, en

español, con propiedad y corrección.

Formulación y contestación de preguntas:

9. Formula /contesta preguntas pertinentes al tema de la

clase y utiliza el español con propiedad y corrección

consistentemente.

Expresividad y articulación:

10. Habla claramente, sin errores gramaticales y pronuncia

todos los términos correcta y precisamente.

Subtotales

(70 % de contenido y 30 % de lenguaje)

Total:

______

Criterios de redacción (70 %) Subtotal por criterio

Participación en clase y en línea 7.

Iniciativa y creatividad 8.

Discusiones y comentarios (escritos y orales) 9.

Publicación de trabajos y retroalimentación 10.

Información adicional 11.

Atención y empatía 12.

Respeto sin prejuicios 13.

Criterios de lenguaje (30 %) 14.

Uso apropiado del vocabulario académico y técnico

Formulación y contestación de preguntas

Expresividad y articulación

TOTAL (Sume todos los subtotales para determinar

la puntuación y calificación final.)

Puntuación final: ___/50_

Calificación:_____

Escala evaluativa: (0-50) Excelente: 45-50 puntos = A Bueno: 40-44 puntos = B Satisfactorio: 35-39 puntos = C Regular: 30-34 puntos = D Pobre: 0-29 puntos = F

Firma del facilitador: _______________________ Fecha: ____________________



APPENDIX G: CLASS PARTICIPATION RUBRIC

NOTE: Students and facilitators are required to use his rubric to evaluate class participation.

Student’s name: ________________________ Date: _______________________________

Topic__________________________________ Workshop Number: ____________________

Instructions:

Please refer to each criterion listed below in order to evaluate class participation.

Apply the points that best reflect the student’s participation in class as follows:

(5 = Highest, 1 = Lowest)

Place an “X” in the box that applies for each criterion and feel free to write any comments.

To obtain the Final Total Score, add the corresponding numbers down and then across.

Use the Grading Scale to apply the final grade.

Scale:

5 = Highest 1 = Lowest

5 4 3 2 1 Comments

(Optional)

Criteria Content

1. Participation in Class or Online with

Tools/Resources: Participates actively

in all class activities, including the

Blackboard Collaborate Tools and the

Discussion Board.

2. Initiative and Creativity:

Demonstrates initiative and creativity in

class activities.

3. Discussions and Oral/Written

Comments:

Demonstrates interest in class

discussions by posting relevant written

and oral comments in a timely manner.

4. Uploads and Feedback:

Uploads required work in a timely

manner, allowing for sufficient time for

feedback.

5. Additional Information:

Contributes to class with additional

material and information.

6. Attention and Empathy:

Demonstrates attention and empathy

towards classmates’ opinions and

contributions.

7. Respectful and Non-judgmental:

Shows respect towards classmates’

questions and expositions.



Scale:


5 4 3 2 1 Comments

(Optional)

Criteria Language

8. Proper Use of Academic and Technical

Vocabulary:

Contributes frequently to class discussions in

English using proper and correct academic and

technical vocabulary.

9. Formulating and Responding to

Questions:

Formulates and/or responds to questions

pertinent to the class topic correctly, and

consistently in English.

10. Expressiveness/Articulation:

Speaks clearly with no grammatical errors and

pronounces all terms correctly and precisely.

Subtotals

(70% for Content and 30% for Language)

Total

Points:

________

Writing Criteria (70%) Subtotals per Criterion

Participation in Class or Online with Tools/Resources 15.

Initiative and Creativity 16.

Discussions and Oral/Written Comments 17.

Uploads and Feedback 18.

Additional Information 19.

Attention and Empathy 20.

Respectful and Non-judgmental 21.

22. Language Criteria (30%)

Proper Use of Academic and Technical Vocabulary 23.

Formulating and Responding to Questions 24.

Expressiveness/Articulation

TOTAL (Add all the totals to obtain the final score and grade.)


Grade = _______







Facilitator’s signature: _____________________________ Date: _______________



APÉNDICE H/APPENDIX H: RÚBRICA DE PRESENTACIÓN ORAL

Y AUDIOVISUAL INDIVIDUAL/GRUPAL

INDIVIDUAL/GROUP ORAL AND AUDIOVISUAL PRESENTATION

RUBRIC



APÉNDICE H: RÚBRICA DE PRESENTACIÓN ORAL Y AUDIOVISUAL

INDIVIDUAL/GRUPAL

Deben utilizar esta rúbrica, tanto los estudiantes como los facilitadores.

Nombre del estudiante: _______________________ Fecha: _______________

Tema: ________________________________________ Taller: _______________ Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de manera

que asigne los puntos que mejor reflejen la participación en clase del alumno. Cinco corresponde a

la máxima puntuación, mientras uno refleja la puntuación mínima. También puede escribir sus

comentarios (opcional).

Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume los

números correspondientes hacia abajo y luego hacia el lado. Utilice la escala evaluativa para

determinar la calificación final.

Escala:


5 4 3 2 1

Criterios Contenido

1. Objetivos, ideas y principios:

Introduce el tema efectivamente e identifica los objetivos,

principios y las ideas de la presentación oral/audiovisual.

2. Coherencia y claridad: Organiza la presentación para que sea coherente y fácil de

seguir; proyecta consistentemente los conceptos con un

enfoque claro.

3. Dominio del contenido:

Domina y explica el contenido apropiadamente, sin cometer

errores.

4. Vínculo con el material de la clase:

Basa las ideas y argumentos en el material y los recursos de la

clase.

5. Captación de la audiencia:

Captura la atención y el interés de la audiencia y promueve su

participación, si aplica.

6. Alto nivel de comprensión:

Evidencia un alto y claro nivel de comprensión de las ideas

significativas.

7. Tipografía y diseño gráfico:

La tipografía y el diseño gráfico cumplen eficazmente con su

propósito y son apropiados para la audiencia.



Escala:


5 4 3 2 1

Criterios Lenguaje

8. Destrezas lingüísticas: Domina las destrezas lingüísticas en el en español, por escrito

y orales, incluyendo la sintaxis y el flujo de ideas.

9. Vocabulario académico: Aplica el vocabulario académico eficaz y correctamente.

10. Propiedad y corrección: Emplea la gramática correctamente; el texto no tiene errores.

Subtotales


Total:

______

Criterios de redacción (70 %)

Subtotal por criterio

Objetivos, ideas y principios 3.

Coherencia y claridad 4.

Dominio del contenido 5.

Vínculo con material de la clase 6.

Captación de la audiencia 7.

Alto nivel de comprensión 8.

Tipografía y diseño gráfico 9.

Criterios de lenguaje (30 %)

Destrezas lingüísticas

Vocabulario académico

Propiedad y corrección



Puntuación final: ___/50_

Calificación:_____

Escala evaluativa: (0-50) Excelente: 45-50 puntos = A Bueno: 40-44 puntos = B Satisfactorio: 35-39 puntos = C Regular: 30-34 puntos = D Pobre: 0-29 puntos = F




APPENDIX H: INDIVIDUAL/GROUP ORAL AND AUDIOVISUAL PRESENTATION

RUBRIC

NOTE: Students and facilitators are required to use this rubric to evaluate oral and

audiovisual presentations.

Student’s Name: ______________________________Date: _______________________

Topic: ______________________________________ Workshop Number_____________

Instructions: Please refer to each criterion listed below in order to evaluate individual/group

oral/audiovisual presentations.

Apply the points that best reflect the student’s presentations as follows:

(5 = Highest, 1 = Lowest).

Place an “X” in the box that applies for each criterion and feel free to write any comments.



Scale:


5 4 3 2 1 Comments

(Optional)

Criteria Content

1. Objectives, Ideas, and Principles:

Presents an effective introduction to the theme

identifying the objectives, ideas, and principles

that are included in the oral/audiovisual

presentation.

2. Coherence and Clarity:

Presentation is organized and coherent and can be

easily followed; presentation projects the concepts

in a comprehensible manner and reflects a clear

and consistent focus.

3. Content Mastery:

Demonstrates mastery of the theme or subject of

discussion and properly explains the content

without incurring in errors.

4. Resources Support Presentation:

Ideas and arguments of the oral/audiovisual

presentation are well-supported by the resources

presented or discussed in class.

5. Captivated Audience: Captures the attention and interest of the audience

and promotes their participation, if applicable.

6. High Level of Comprehension:

Demonstrates a clear understanding of significant

ideas and projects at a high level of

comprehension.

7. Text Format and Visual Design:

Text and visual design effectively fulfill their

purpose and are appropriate for the audience.



Scale:


5 4 3 2 1 Comments

(Optional)

Criteria Language

8. Oral and Written Proficiency: Demonstrates excellent oral and written

linguistic skills in English, including syntax

and flow of ideas.

9. Academic/Technical Vocabulary:

Applies academic/technical vocabulary

effectively and correctly to convey the

message.

10. Conventions: Uses proper and correct grammar; text is

free of errors.

Subtotals


Total

Points

_____

Content Criteria (70%) Subtotals per Criterion

Objectives, Ideas, and Principles 25.

Coherence and Clarity 26.

Content Mastery 27.

Resources Support Presentation 28.

Captivated Audience 29.

High Level of Comprehension 30.

Text Format and Visual Design 31.

Language Criteria (30%) 32.

Oral and Written Proficiency 33.

Academic Vocabulary 34.

Conventions

TOTAL (Add all the subtotals to obtain the final

score and grade.)


Grade =







Facilitator’s signature: _____________________________ Date: __________________



APÉNDICE I/APPENDIX I: AUTORREFLEXIÓN/SELF-

REFLECTION



APÉNDICE I

AUTORREFLEXIÓN

Nombre del estudiante ______________________ Fecha _____________________

Instrucciones: Complete la(s) pregunta(s) que determine el facilitador usando palabras,

oraciones, dibujos o historias. El facilitador puede elegir otros temas para que complete la

autorreflexión. Sea honesto y apunte ideas que sean importantes y valiosas para usted.

Para evaluar cada autorreflexión, se utilizará el Apéndice C. En las siguientes páginas,

encontrará una explicación de lo que es un diario reflexivo, sus beneficios, el formato, y

algunas preguntas adicionales. Léalo cuidadosamente antes de comenzar a escribir sus

autorreflexiones.

1. ¿Qué conocimiento previo traje a la clase esta semana?

2. ¿Cuáles eran mis expectativas para esta semana? ¿Las cumplí?

3. ¿Cuál fue mi mayor logro esta semana, cómo lo aplicaré a mi vida personal o

trabajo?

4. ¿Cuál fue mi mayor reto esta semana, qué pasos tomé o tomaré para superarlo?

5. ¿Cuál es la prioridad #1 que deseo realizar antes del próximo taller, cómo lo

lograré?

6. ¿Cuáles fueron algunos conceptos, factores e ideas que yo descubrí/aprendí esta

semana? Recuerde que tal vez esté familiarizado con el concepto; trate de escribir

algo nuevo sobre el mismo.

7. ¿En qué área específica necesito ayuda, qué puedo hacer para ayudarme a mí

mismo?

8. ¿Alcancé mis metas esta semana? Si es así, ¿qué hice específicamente para

ayudarme? Si no, ¿qué puedo hacer para mejorar este aspecto, qué haré de manera

diferente la próxima vez?

9. ¿Qué hice específicamente para contribuir al aprendizaje de mis compañeros esta

semana? ¿Qué aprendí de ellos?

10. ¿Sobre qué quiero aprender más y por qué?

11. ¿Cómo crecí, mejoré y me desarrollé esta semana? Sea específico; explique cómo

aplicará esto a su vida personal o profesional.



APPENDIX I

SELF-REFLECTION

Directions: Complete the question/questions below determined by the facilitator using

words, sentences, pictures, or stories. The facilitator may specify other topics. Be honest

and record ideas that are important and meaningful to you. Self-reflections will be

evaluated using Appendix C: The Writing Process Six-Trait Analytic Writing Rubric. On

the next page, you will find an explanation of what a reflective journal is, its benefits,

format, and some additional questions. Read this carefully before working on your

reflective journal.

1. What prior knowledge did I bring to the class this week?

2. What were my expectations for this week? Were they fulfilled?

3. What was my greatest accomplishment this week, and how will I apply it in my

personal life or place of work?

4. What was my greatest challenge this week, and what steps did I take or will take to

overcome it?

5. What is the #1 priority that I need to accomplish before the next workshop, and how

will I achieve it?

6. What were some important concepts, factors and ideas that I discovered/learned this

week? Remember that you may have already heard or known about the concept

before; if so, try to write something new about it.

7. In what specific area do I still need help, and what can I do to help myself?

8. Did I reach my goals for this week? If so, what did I specifically do to help myself?

If not, what can I do to improve, and what will I do differently next time?

9. What did I do specifically to contribute to my peers’ learning this week? What did

I learn from them?

10. What do I want to learn more about and why?

11. How did I grow, improve, and develop myself this week? Be specific. Explain

how you will apply this to your personal or work life.



What Is a Reflective Journal?

A reflective journal is a steadily growing document where learners record their reflections

and thoughts on what they are learning required for their degree area and application to

real-life job situations.

Benefits

By keeping a record of their teaching and learning experiences, students are able to push

themselves forward on their professional development journey. There's an old saying that

states, "You don't know what you know until you've written it down." Several research

studies have found this to be true. By writing what you've learned, you can track the

progress you've made, and you can also begin to notice the gaps in your knowledge and

skills as a dual language professional.

Format

You may write your journal in a free flowing essay form or respond to the following

entries (questions) that may apply for a particular workshop session:

Two main ideas/concepts I found particularly useful in this week’s workshop are …

Some personal beliefs about teaching and learning that have changed as a result of

this workshop are …

One concept I learned in this workshop which I may be able to apply in the future is

...

Some issues that greatly interested me and that I would like to study in greater

detail are ...

I am still unsure about ...

Some topics which, in my opinion, should have been covered but were not covered

are …

Some learning strategies that I have used in the past and were reinforced by this

workshop are …

Some particularly interesting facts I learned in this session are ...

Note: Use the Six-Trait Analytic Writing Rubric found in Appendix C for evaluation

purposes.

Vijay Gambhir July 8, 2010

Adapted from: Learning Journals http://www.audiencedialogue.net/journal.html

http://www.audiencedialogue.net/journal.html



APÉNDICE J/APPENDIX J: RÚBRICA DE LOS JUEGOS DE ROL

ROLE-PLAYING RUBRIC



APÉNDICE J: RÚBRICA DE LOS JUEGOS DE ROL

Tanto estudiantes como facilitadores deben utilizar esta rúbrica para evaluar los juegos de rol.

Nombre del estudiante: _______________________ Fecha: _______________

Tema: ________________________________________ Taller: _______________

Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de

manera que asigne los puntos que mejor reflejen la presentación de juegos de rol. Cinco

corresponde a la máxima puntuación, mientras uno refleja la puntuación mínima. También

puede escribir sus comentarios (opcional).

Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume

los números correspondientes hacia abajo y luego hacia el lado. Utilice la escala evaluativa

para determinar la calificación final.

Escala:


5 4 3 2 1 Comentarios

(Opcional)

Criterios Contenido

1. Objetivos y conceptos:

Introduce los objetivos efectivamente y proyecta los

conceptos de manera comprensible, a través de la

presentación, el modelaje o juegos de rol.

2. Captación de audiencia: Captura y mantiene la atención e interés del aprendiz del

lenguaje inglés (ELL) al introducir la lección y a lo largo

de la demostración.

3. Coherencia y claridad:

Presenta la lección organizada, lógica y coherentemente

de manera que el ELL puede entenderla con facilidad.

4. Dominio del material y desempeño:

Domina el material y evidencia que comprende el

contenido sin cometer errores; se presenta relajado, bien

preparado, seguro de sí mismo y no consulta sus apuntes.

5. Interacción y evidencia de actividades educativas: Los ELL son el centro de la lección; la interacción entre

los alumnos, y entre los estudiantes y el maestro, es

significativa y eficaz durante toda la demostración; las

actividades comunicativas que se evidencian en la lección

son auténticas, pertinentes y eficaces.

6. Estrategias, procesos, proyección y técnicas: Implementa estrategias y procesos significativos de

asesoramiento, que son apropiados para el grado y la

edad, y están basados en las tareas; demuestra

eficazmente la proyección personal, postura corporal y las

técnicas de manejo de la clase que mantienen a los

estudiantes concentrados en sus tareas todo el tiempo, si

aplica.

7. Medios audiovisuales y tecnológicos: Utiliza los medios audiovisuales y tecnológicos correcta y

eficazmente durante la demostración.



Escala:


5 4 3 2 1 Comentarios

(Opcional)

Criterio Lenguaje

8. Destrezas lingüísticas: Demuestra habilidades lingüísticas, en español,

incluyendo el vocabulario, la sintaxis y el flujo de ideas;

aplica el vocabulario académico eficaz y correctamente.

9. Manejo de la voz: Pronuncia y entona apropiadamente y proyecta su voz de

manera eficaz y clara.

10. Propiedad y corrección: Usa la gramática con propiedad y corrección.

Subtotales


Total :

____________

Criterios de redacción (70 %)

Subtotal por

criterio

Objetivos y conceptos

Captación de audiencia

Coherencia y claridad

Dominio del material y desempeño

Interacción y evidencia de actividades educativas

Estrategias, procesos, proyección y técnicas

Medios audiovisuales y tecnológicos

Criterios de lenguaje (30 %)

Destrezas lingüísticas

Manejo de la voz

Propiedad y corrección



Puntuación final:

___/50_

Calificación:_____

Escala evaluativa: (0-50)

Excelente: 45-50 puntos = A

Bueno: 40-44 puntos = B

Satisfactorio: 35-39 puntos = C

Regular: 30-34 puntos = D

Pobre: 0-29 puntos = F




APPENDIX J: ROLE-PLAYING RUBRIC

NOTE: Students and facilitators are required to use this rubric.

Student/Group’s Name: ______________________________ Date:

__________________ Topic: _________________________________ Workshop number:

____________

Instructions:

Please refer to each criterion listed below when evaluating the student.

Apply the points that best reflect the student’s presentation/role playing as follows:

(5 = Highest, 1 = Lowest) Place an “X” in the box that applies for each criterion and feel free to write any comments.



Scale:


5 4 3 2 1 Comments

(Optional)

Criteria Content

1. Objectives and Concepts:

Introduces the objectives effectively through a presentation,

modeling, or role playing that clearly demonstrates the

concepts in a comprehensible manner.

2. Captivated Audience:

Captures the attention and interest of the English Language

Learner (ELL) at the introduction of the lesson and maintains it

throughout the duration of the lesson.

3. Coherence and Clarity:

Presents the lesson in an organized, logical, and coherent

manner that can be easily understood by the ELL.

4. Mastery of Content and Performance:

Demonstrates mastery of the theme or subject of discussion by

effectively demonstrating knowledge of content without

incurring in errors; appears relaxed, well-prepared, self-

confident, and does not refer to notes.

5. Interaction and Evidence of Educational Activities: ELLs are the center of the lesson; interaction among the students

and between students is meaningful and effective at all times

during the lesson; communicative activities demonstrated in the

lesson are authentic, relevant, and effective.

6. Strategies, Procedures, Projection, and Techniques: Implements meaningful, grade and age-appropriate strategies

and task-based assessment procedures; demonstrates effective

personal projection, corporal posture, and effective classroom

presentation/management techniques that keep the students on

task at all times, if applicable.

7. Audiovisual Aids and Technology: Uses audiovisual aids and technology properly and effectively

during the demonstration.



Scale:


5 4 3 2 1 Comments

(Optional)

Criteria Language

8. Linguistic Skills:

Demonstrates linguistic skills in the language of the workshop,

including vocabulary, syntax, and flow of ideas. Applies

academic vocabulary effectively to convey the message.

9. Voice: Uses correct pronunciation and intonation and projects his/her

voice clearly and precisely.

10. Conventions:

Uses proper and correct grammar.

Subtotals


Final

Total:

Writing Criteria (70%) Subtotals per Criterion

Objectives and Concepts 35.

Captivated Audience 36.

Coherence and Clarity 37.

Mastery of Content and Performance 38.

Interaction and Evidence of Educational Activities 39.

Strategies, Procedures, Projection, and Techniques 40.

Audiovisual Aids and Technology 41.

Language Criteria (30%)

42.

Linguistic Skills 43.

Voice 44.

Conventions

TOTAL (Add all the totals to obtain the final score and grade.)


Grade =________







Facilitator’s signature: _____________________________ Date: ___________________



APÉNDICE K

I. Ejercicios de práctica

Verbalice los siguientes números

123,234,345 0.1299 12.1

135 246.12765 2.56

16.4865 501.7896533 0.0067888

1.3333 9,009.01 15,345,121

Redondee los siguientes números a la centena más cercana:

123 277,908.89 9,876

19,340 35,345.05 957

9,999.99 7,845.00 376

346 268,901 6720

Redondee los siguientes números a la milésima más cercana:

0.3477 2.67822 0.99999

0.0006 12.34543 1.909

1.287 6.789999 0.72635

3.400096 0.154812 0.032673

II. Casos del Taller Uno

Caso 1:

Reporte de bodas

El reporte de bodas recientemente reveló que estadísticas indican el promedio del costo de

una boda en los Estado Unidos en el 2010. En el 2005, el costo promedio de una era

$24,168. Este costo ha incrementado ya que el porcentaje de invitados a la boda también ha

aumentado a más de 200 personas. La siguiente gráfica contiene la información de los

costos de una boda, utilice los mismos para contestar las preguntas que le siguen:



1. ¿Cuál es el total de los costes que se muestran en la gráfica? ¿Cuánto más caro fue una

boda en 2010 con respecto al 2005?

2. Si usted presupuesta $ 6,000 para la recepción de su boda y el costo por persona es de

$37, ¿cuál es la cantidad de personas que puede invitar y qué cantidad de su presupuesto le

quedaría?

Caso 2

Home Depot - www.homedepot.com

Datos

• 1978: Fundada en Atlanta, Georgia

• 2005: Más de $80 mil millones en ventas anuales

• 2010: Más de 2.200 tiendas minoristas

The Home Depot es el minorista de mejoramiento del hogar más grande del mundo, emplea

a más de 300.000 asociados. Su objetivo es proporcionar un alto nivel de servicio, amplia

selección de productos y precios muy competitivos en un entorno de compra única. La

administración también cree en el cuidado de sus empleados; ofrece muchos beneficios.

Incluso, tiene un programa que coincide con las donaciones caritativas de los empleados.



La administración también intenta animar a los empleados a donar su tiempo a

organizaciones necesitadas.

1. Kara Oaks es gerente del Departamento de Gabinetes. Ella le ha pedido que tome

medidas para construir un conjunto de armarios de madera de cerezo, hechos a la medida.

El panel lateral es de 32¼ pulgadas de alto. Si ella tiene 6 paneles laterales, encuentre el

número de pulgadas, de madera de cerezo, que se necesitan; suponga que no quedarán

residuos cuando se corte.

2. La anchura de cada panel lateral es 14 ½ pulgadas. Encuentre el área de cada panel,

multiplique la altura del panel (dada en el ejercicio 1) por el ancho. El resultado será el área

en pulgadas cuadradas.

Caso 3

CENTURY 21

Datos

• 1971: Fundada en California

• 1977: Se hizo pública

• 1984: Adquirida por la Metropolitan Life Insurance

• 2006: Oficinas y propiedades en más de 60 países

Century 21 Real Estate Corporation es una franquicia de oficinas de bienes raíces. Cuenta

con más de 8,500 de oficinas independientes, con localizaciones en los 50 estados

norteamericanos y más de 60 países. La página de internet de la empresa, Century21.com,

se colocó en el quinto lugar de página de internet de bienes raíces más visitadas.

Tom Dugally trabajó como agente de Century 21 durante varios años antes de recibir su

licencia de corredor. Unos años más tarde, se puso en contacto con Century 21 y ellos lo

ayudaron obtener su propia oficina de bienes raíces en virtud de una franquicia de Century

21. Él utiliza porcentajes sobre una base diaria para encontrar comisiones de bienes raíces,



controlar costos, seguir las tasas de interés, calcular impuestos a la propiedad y mantenerse

al día sobre los precios inmobiliarios.

1. Dugally posee un pequeño complejo de apartamentos que costaba $865,000 el año

pasado; lo vendió por $892,680 este año. Encuentre el porcentaje de incremento en el valor.

2. Sr. Makin quiere que la agencia de Dugally le venda una propiedad similar a la anterior.

El año pasado, esta propiedad tenía un valor de $1,145,000. Utilice el porcentaje de

aumento del primer ejercicio (1) para estimar el valor actual de esta propiedad.



Appendix L

Workshop Two

Case 1

Benton used statistics to help find the equation that was a best fit for the data. The

equation is shown as the straight line in the graph. He told his mother it might not help

much, since it did not take into account factors such as seasonality or competition. And of

course, Alcorn still had to decide where to advertise and exactly what the advertisements

should look like. But she thought the equation might give her some idea of how much she

should spend on advertising each month. The equation for the best-fit line for actual sales

data found by Benton is given next. It is the equation of the straight line in the graph.

1. Estimate sales for advertising of $800 and $2000.

2. Ah, Alcorn thought, this easy: If you increase advertising from $800 up to

$2000, then sales go up from $10,500 to $16,500. So an increase in

advertising expenses of $1200 results in an increase in sales of $6000. Her

gross profit margin on the fashion goods she carried in her tiny boutique was

50. Find the increased gross profit by multiplying the 50 by the increase in

sales.

3. An increase in advertising of $1200 results in $3000 more gross profit. Given

this information, Alcorn’s first thought was to borrow $5000 from a bank and

advertise a lot. Then she began to wonder... What suggestions do you have for

her? Should she borrow $5000 and advertise? Why or why not (based on your

intuition)?

Case 2

Banking Activities of a Retailer

Tiny Waterton owns and operates an automobile repair shop. Many of his

customers use credit cards for their purchases, his credit-card sales, during a recent week

were $8752.40. During the same period, he had $573.94 in credit refunds, and he pays

credit-card fees of 21⁄2% on the net credit-card sales. The balance at the beginning of the

week was $4228.34. Checks outstanding were $758.14; $38.37; $1671.88; $120.13;



$2264.75; $78.11; $3662.73; $816.25, and $400. Waterton had credit-card and bank

deposits of $458.23; $771.18; $235.71; $1278.55; $663.52, and $1475.39 that were not

recorded.

1. Find the net deposit given credit-card sales and refunds.

2. Find the fee on the net credit-card sales.

3. What is the total of the checks outstanding?

4. Find the total of the deposits that were not recorded.

5. Find the current balance in the account.

Case 3

PAYROLL: FINDING YOUR TAKE-HOME PAY

Janice Wong receives an annual salary of $42,536, which is paid weekly. Her normal

workweek is 40 hours, and she is paid time and a half for all overtime. She is single and

claims one with holding allowance. Her deductions include FICA; Medicare; federal

withholding; state disability insurance; state withholding; credit union payments of $125;

retirement deductions of $75; association dues of $12, and a Diabetes Association

contribution of $25. Find each of the following, for a week in which she works 52 hours.



1. Regular weekly earnings ____________

2. Overtime earnings ____________

3. Total gross earnings ____________

4. FICA ____________

5. Medicare ____________

6. Federal withholding using the percentage method ____________

7. State disability insurance deduction ____________

8. State withholding (Assume that the state income tax rate is 4.4 %) ____________

9. Net pay ____________



APÉNDICE M – Taller Tres

1. Encuentre el complemento porcentual de los siguientes porcientos:

a. 34% b. 41% c. 99% d. 75% e. 23%

2. Encuentre el descuento equivalente decimal neto a las series de descuento a

continuación:

a. 20/12 b. 10/5/5 c. 10/10/3 d. 5/5/2 e. 30/8

3. Mediante un ejemplo de su autoría ilustre la diferencia entre descuento de un 35%

y una serie de descuentos comerciales de 20/10/5. Explique porque no son iguales.

4. Calcule el tiempo transcurrido entre el 23 de enero y el 8 de mayo de un año no

bisiesto.

III. Estudios de casos

Caso 1:

GEORGE FOREMAN

George E. Capataz nació el 10 de enero de 1949, en Mariscal, Texas. Él creció en las duras

calles de la zona de Fifth Ward de Houston como joven que siempre se metía en problemas.

Cuando se unió a la Infantería de Job, su vida cambió.

Uno de los consejeros se dio cuenta de que estaba siempre en peleas, por lo que decidió que

George debía canalizar toda su energía en algo positivo. Esto dio inicio a su carrera como

boxeador. Desde 1995 Capataz ha sido socio de Salton, al promocionar las parrillas George

Foreman y otros productos de barbacoa. Hoy día, "si hay una cosa que George Foreman lo

sabe, es la buena cocina."

1. Kitchen Crafters compró George Foreman Grills, que se lista a un precio de $ 149.99.

Si el proveedor ofrece un descuento comercial de 20/20, encuentre el costo de una

docena de máquinas para asar.

2. El precio de lista de un George Foreman, Grilleration Contact Grill es $119.99. El

fabricante da un descuento comercial 25/10 y ofrece un descuento por pronto pago del

3/15, neto/30. Encuentre el costo, si ambos si considera ambos descuentos.



3. El precio de lista de un libro de cocina Asado a la parrilla, de George Foreman

es de $16.95. Si el libro de cocina se ofrece a un precio reducido de $13.95

cuando se compran a través de Internet, ¿cuál es el porcentaje de reducción del

precio? Redondee a la décima más cercana de un por ciento.

Caso 2

Markdown: Reducción de precios

Mover la mercancía

Deportes Olímpicos (C.O.) compró dos docenas de pares de patines en el website de 5th

Element Adult C.O. a un costo de $1,950. Los gastos operacionales de la tienda son el 25%

del costo, mientras que el marcado total de este tipo de producto es el 35% del precio de

venta. Solo 6 pares de los patines se venden al precio original y el director decide reducir el

precio (markdown) por los patines restantes. El precio se reduce un 25% y 6 pares más

venden. Los 12 pares restantes de patines están marcados hasta el 50% del precio de venta

original y finalmente están vendidos.

1. Encuentre el precio de venta original de cada par de patines.

2. Halle el total de los precios de venta de todos los patines.

3. Calcule las pérdidas de explotación.

4. Busque la pérdida absoluta.



APPENDIX N

Workshop Number Four

Case 1

Banking in a Global World: How Do Large Banks Make Money?

Bank of America borrowed $80,000,000 at 5% interest for 180 days from a Japanese

investment house. At the same time, the bank made the following loans, each for the exact

same 180-day period:

1. A 7% simple interest note for $38,000,000 to a Canadian firm that extracts oil from

Canadian tar sands;

2. An 8.2% simple discount note for $27,500,000 to a European contractor building a

factory in South Africa; and

3. An 8% simple discount note for $14,500,000 to a Louisiana company building

minesweepers in New Orleans for the British government.

(a) Find the difference between interest received and interest paid by the bank.

(b) The bank did not loan out all $80,000,000. Find the amount it actually loaned

out.

(c) Find the effective rate of interest to the nearest hundredth of a percent.

This seems like a low rate; however, this is the amount the bank earned over and

above that paid out to the Japanese investment house on the same funds.



Case 2

Valuing a Chain of Mcdonald’s Restaurants

James and Mary Watson own a small chain of McDonald’s restaurants that is valued at

$2,300,000. They believe that the chain will grow in value at 12% per year compounded

annually for the next 5 years. If they sell the chain, the funds will be invested at a rate of

6% compounded semiannually. They expect inflation to be 4% per year for the next 5

years. Ignore taxes, and answer the following, rounding answers to the nearest dollar at

each step:

1. Find the future value of the chain after 5 years. Then find the price they should

sell the chain for, if they wish to have the same future value at the end of 5

years.

2. Find the future value of the chain, if it grows at only 2% per year for 5 years.

Then find the price they should ask for the chain, given a 2% growth rate per

year.

3. What future value would the chain be worth if it grew at their expected rate of

inflation? Find the price they should ask for the chain if it grows at the rate of

inflation.

4. Complete the following table.

Growth Rate Future Value Market Value

Today

2% _______________ _______________

4% (Inflation) _______________ _______________

12% _______________ _______________

The value of the chain varies by more than one million dollars, depending on the rate of

growth assumed for the business for the next 5 years.



Case 3

Long-Term Financial Planning

At age 37, Paul Li decides to plan for his retirement at age 67. He currently has a net worth

of about $45,000 including the equity in his home. He assumes that his employer will

contribute $3500 to his retirement plan at the end of each year for the next 30 years. He

plans to put one half of his money in a mutual fund containing stocks and the other one-half

in a mutual fund containing bonds.

1. Estimate Li’s future accumulation, if his net worth grows at 5% and the mutual

funds with stocks and bonds grow at 10% and 6%, respectively.

2. Li is amazed that he will be able to accumulate over $600,000. However, he

knows that inflation will increase his cost of living significantly in 30 years. He

assumes 3% inflation and wants to find the income he needs at age 67 to have the

same purchasing power as $40,000 today. (Hint: Look at inflation in Section 10.2

and use the compound interest table in Section 10.1.)

3. Li has read newspaper articles stating that Social Security benefits will be

reduced in the years ahead. After some thought, he decides to be conservative and

assume that Social Security will pay only the first $30,000 of the annual income he

needs at age 67. Find the remaining income he will need beginning at age 67.

4. Li decides to plan funding for his retirement for 20 years, from ages 67 to 87. If

funds earn 8% compounded annually, find the present value of the annual income

that he needs at 67 based on the income from part (c).

5. Will his expected savings fund his retirement?

6. What could go wrong with his plans?



APPENDIX O

Workshop Five

Case 1

American River College

American River offers students a choice of more than 70 different majors of study,

including biology, engineering, hospitality management, mortuary science, collision repair,

business, and even fire technology. College personnel work closely with students to help

them find financial aid. Amazingly, about one-half of the students at American River

College receive some kind of financial aid.

Román Rodríguez had 3 years of experience, when he went to work in Human Resources at

American River College at a salary of $42,000. He began work on his 30th birthday. The

college matches his contributions to his retirement plan up to 8% of his salary.

1. Rodríguez decides to contribute a total of 10% of his salary to his retirement plan. So,

American River contributes 8% and he contributes a full 10% of his salary. Find the total

annual contribution into the retirement plan.

2. For planning purposes, Rodríguez assumes he will work at American River until he is 60

and believes he can earn 8% per year in a global stock fund. Assume the contributions

continue at the same level as in Exercise 1 and estimate the future value.

3. Assume that there are 422 full-time faculty at American River College and that their

average income is $48,500 per year. Find the annual payroll for the faculty.

4. Based on the annual payroll in Exercise 3, estimate the annual contributions American

River must make into retirement plans if all faculty contribute at least 8% of their salary

into their own plans.

5. Assume that a wealthy donor has agreed to give American River College $250,000 per

year for the next 5 years. Find the present value of these gifts, assuming 6% per year.

6. American River has decided to build a new classroom building and will need $8,250,000

in 7 years. They decide to make contributions into a sinking fund at the end of each 6-

month period. Find the payment needed if funds earn 5% per year.



Case 2

Comparing Depreciation Methods

Trader Joe’s purchased freezer cases at a cost of $285,000. The estimated life of the freezer

cases is 5 years, at which time they will have no salvage value. The company would like to

compare allowable depreciation methods and decides to prepare depreciation schedules for

the fixtures using the straight-line, double-declining-balance, and sum-of-the-years’-digits

methods of depreciation. Using depreciation schedules, find the answers to these questions

for Trader Joe’s.

1. What is the book value at the end of 3 years using the straight-line depreciation

method?

2. Using the double-declining-balance method of depreciation, what is the book

value at the end of the third year?

3. With the sum-of-the-years’-digits method of depreciation, what is the

accumulated depreciation at the end of 3 years?



APPENDIX P

Date 107

Pay to: __________________________________________________________ $ _____________

Dólares

The Bank

1000 Principal St.

My town, FL 10001

FOR

12345678

9012345678 0107

Date 108

Pay to: ___________________________________________________________ $____________

______Dollars

The Bank

1000 Principal St.

My town, FL 10001

FOR 12345678



APÉNDICE Q

Deposit slip orms

DEPOSIT TICKET Name:_ CASH

Address:_ C H E El Banco C

$$ 1000 Calle Principal K Mi Pueblo, PR 10001 S

Date:_ TOTAL FROM REVERSE SIDE

Deposits may not be available for immediate withdrawal LESS CASH RECEIVED

Sign here if cash received from deposit NET DEPOSIT

12345678 9012345678

DEPOSIT TICKET Name:_ CASH

Address:_ C H E El Banco C

$$ 1000 Calle Principal K Mi Pueblo, PR 10001 S

Date:_ TOTAL FROM REVERSE SIDE

Deposits may not be available for immediate withdrawal LESS CASH RECEIVED

Sign here if cash received from deposit NET DEPOSIT

12345678 9012345678



APPENDIX R

Bank Reconciliation

Statement balance $

Add outstanding credits $

Subtotal: $

Subtract outstanding debits $

Adjusted statement balance $

Updated account registered balance $

Outstanding deposits Outstanding checks

And other credits And other debits

Date: Amount Check Amount Check Amount



APÉNDICE S

Nota importante: Si va a buscar una cantidad de períodos de tiempo que exceden los listados en la tabla, halle una combinación de períodos que sumen la cantidad que le interese (en vez de 30, puede usar 20 y 10). Luego, multiplique el valor numérico de acuerdo con los intereses que esté buscando de ambos renglones. Con esto obtendrá el valor futuro para 30 períodos, utilizando una tabla que no llega hasta 30 períodos.

Tabla de Valor presente de $1.00 (a ser pagado en el futuro)

Períodos 3.0% 3.5% 4.0% 4.5% 5.0% 5.5%

1 $0.970874 $0.966184 $0.961538 $0.956938 $0.952381 $0.947867

2 $0.942596 $0.933511 $0.924556 $0.915730 $0.907029 $0.898452

3 $0.915142 $0.901943 $0.888996 $0.876297 $0.863838 $0.851614

4 $0.888487 $0.871442 $0.854804 $0.838561 $0.822702 $0.807217

5 $0.862609 $0.841973 $0.821927 $0.802451 $0.783526 $0.765134

6 $0.837484 $0.813501 $0.790315 $0.767896 $0.746215 $0.725246

7 $0.813092 $0.785991 $0.759918 $0.734828 $0.710681 $0.687437

8 $0.789409 $0.759412 $0.730690 $0.703185 $0.676839 $0.651599

9 $0.766417 $0.733731 $0.702587 $0.672904 $0.644609 $0.617629

10 $0.744094 $0.708919 $0.675564 $0.643928 $0.613913 $0.585431

11 $0.722421 $0.684946 $0.649581 $0.616199 $0.584679 $0.554911

12 $0.701380 $0.661783 $0.624597 $0.589664 $0.556837 $0.525982

13 $0.680951 $0.639404 $0.600574 $0.564272 $0.530321 $0.498561

14 $0.661118 $0.617782 $0.577475 $0.539973 $0.505068 $0.472569

15 $0.641862 $0.596891 $0.555265 $0.516720 $0.481017 $0.447933

16 $0.623167 $0.576706 $0.533908 $0.494469 $0.458112 $0.424581

17 $0.605016 $0.557204 $0.513373 $0.473176 $0.436297 $0.402447

18 $0.587395 $0.538361 $0.493628 $0.452800 $0.415521 $0.381466

19 $0.570286 $0.520156 $0.474642 $0.433302 $0.395734 $0.361579

20 $0.553676 $0.502566 $0.456387 $0.414643 $0.376889 $0.342729

21 $0.537549 $0.485571 $0.438834 $0.396787 $0.358942 $0.324862

22 $0.521893 $0.469151 $0.421955 $0.379701 $0.341850 $0.307926

23 $0.506692 $0.453286 $0.405726 $0.363350 $0.325571 $0.291873

24 $0.491934 $0.437957 $0.390121 $0.347703 $0.310068 $0.276657

25 $0.477606 $0.423147 $0.375117 $0.332731 $0.295303 $0.262234



Períodos 5.5% 6.0% 6.5% 7.0% 7.5% 8.0%

1 $0.947867 $0.943396 $0.938967 $0.934579 $0.930233 $0.925926

2 $0.898452 $0.889996 $0.881659 $0.873439 $0.865333 $0.857339

3 $0.851614 $0.839619 $0.827849 $0.816298 $0.804961 $0.793832

4 $0.807217 $0.792094 $0.777323 $0.762895 $0.748801 $0.735030

5 $0.765134 $0.747258 $0.729881 $0.712986 $0.696559 $0.680583

6 $0.725246 $0.704961 $0.685334 $0.666342 $0.647962 $0.630170

7 $0.687437 $0.665057 $0.643506 $0.622750 $0.602755 $0.583490

8 $0.651599 $0.627412 $0.604231 $0.582009 $0.560702 $0.540269

9 $0.617629 $0.591898 $0.567353 $0.543934 $0.521583 $0.500249

10 $0.585431 $0.558395 $0.532726 $0.508349 $0.485194 $0.463193

11 $0.554911 $0.526788 $0.500212 $0.475093 $0.451343 $0.428883

12 $0.525982 $0.496969 $0.469683 $0.444012 $0.419854 $0.397114

13 $0.498561 $0.468839 $0.441017 $0.414964 $0.390562 $0.367698

14 $0.472569 $0.442301 $0.414100 $0.387817 $0.363313 $0.340461

15 $0.447933 $0.417265 $0.388827 $0.362446 $0.337966 $0.315242

16 $0.424581 $0.393646 $0.365095 $0.338735 $0.314387 $0.291890

17 $0.402447 $0.371364 $0.342813 $0.316574 $0.292453 $0.270269

18 $0.381466 $0.350344 $0.321890 $0.295864 $0.272049 $0.250249

19 $0.361579 $0.330513 $0.302244 $0.276508 $0.253069 $0.231712

20 $0.342729 $0.311805 $0.283797 $0.258419 $0.235413 $0.214548

21 $0.324862 $0.294155 $0.266476 $0.241513 $0.218989 $0.198656

22 $0.307926 $0.277505 $0.250212 $0.225713 $0.203711 $0.183941

23 $0.291873 $0.261797 $0.234941 $0.210947 $0.189498 $0.170315

24 $0.276657 $0.246979 $0.220602 $0.197147 $0.176277 $0.157699

25 $0.262234 $0.232999 $0.207138 $0.184249 $0.163979 $0.146018



Períodos 8.5% 9.0% 9.5% 10.0% 10.5% 11.0%

1 $0.921659 $0.917431 $0.913242 $0.909091 $0.904977 $0.900901

2 $0.849455 $0.841680 $0.834011 $0.826446 $0.818984 $0.811622

3 $0.782908 $0.772183 $0.761654 $0.751315 $0.741162 $0.731191

4 $0.721574 $0.708425 $0.695574 $0.683013 $0.670735 $0.658731

5 $0.665045 $0.649931 $0.635228 $0.620921 $0.607000 $0.593451

6 $0.612945 $0.596267 $0.580117 $0.564474 $0.549321 $0.534641

7 $0.564926 $0.547034 $0.529787 $0.513158 $0.497123 $0.481658

8 $0.520669 $0.501866 $0.483824 $0.466507 $0.449885 $0.433926

9 $0.479880 $0.460428 $0.441848 $0.424098 $0.407136 $0.390925

10 $0.442285 $0.422411 $0.403514 $0.385543 $0.368449 $0.352184

11 $0.407636 $0.387533 $0.368506 $0.350494 $0.333438 $0.317283

12 $0.375702 $0.355535 $0.336535 $0.318631 $0.301754 $0.285841

13 $0.346269 $0.326179 $0.307338 $0.289664 $0.273080 $0.257514

14 $0.319142 $0.299246 $0.280674 $0.263331 $0.247132 $0.231995

15 $0.294140 $0.274538 $0.256323 $0.239392 $0.223648 $0.209004

16 $0.271097 $0.251870 $0.234085 $0.217629 $0.202397 $0.188292

17 $0.249859 $0.231073 $0.213777 $0.197845 $0.183164 $0.169633

18 $0.230285 $0.211994 $0.195230 $0.179859 $0.165760 $0.152822

19 $0.212244 $0.194490 $0.178292 $0.163508 $0.150009 $0.137678

20 $0.195616 $0.178431 $0.162824 $0.148644 $0.135755 $0.124034

21 $0.180292 $0.163698 $0.148697 $0.135131 $0.122855 $0.111742

22 $0.166167 $0.150182 $0.135797 $0.122846 $0.111181 $0.100669

23 $0.153150 $0.137781 $0.124015 $0.111678 $0.100616 $0.090693

24 $0.141152 $0.126405 $0.113256 $0.101526 $0.091055 $0.081705

25 $0.130094 $0.115968 $0.103430 $0.092296 $0.082403 $0.073608



Períodos 11.5% 12.0% 12.5% 13.0% 13.5% 14.0%

1 $0.896861 $0.892857 $0.888889 $0.884956 $0.881057 $0.877193

2 $0.804360 $0.797194 $0.790123 $0.783147 $0.776262 $0.769468

3 $0.721399 $0.711780 $0.702332 $0.693050 $0.683931 $0.674972

4 $0.646994 $0.635518 $0.624295 $0.613319 $0.602583 $0.592080

5 $0.580264 $0.567427 $0.554929 $0.542760 $0.530910 $0.519369

6 $0.520416 $0.506631 $0.493270 $0.480319 $0.467762 $0.455587

7 $0.466741 $0.452349 $0.438462 $0.425061 $0.412125 $0.399637

8 $0.418602 $0.403883 $0.389744 $0.376160 $0.363106 $0.350559

9 $0.375428 $0.360610 $0.346439 $0.332885 $0.319917 $0.307508

10 $0.336706 $0.321973 $0.307946 $0.294588 $0.281865 $0.269744

11 $0.301979 $0.287476 $0.273730 $0.260698 $0.248339 $0.236617

12 $0.270833 $0.256675 $0.243315 $0.230706 $0.218801 $0.207559

13 $0.242900 $0.229174 $0.216280 $0.204165 $0.192776 $0.182069

14 $0.217847 $0.204620 $0.192249 $0.180677 $0.169847 $0.159710

15 $0.195379 $0.182696 $0.170888 $0.159891 $0.149645 $0.140096

16 $0.175227 $0.163122 $0.151901 $0.141496 $0.131846 $0.122892

17 $0.157155 $0.145644 $0.135023 $0.125218 $0.116164 $0.107800

18 $0.140946 $0.130040 $0.120020 $0.110812 $0.102347 $0.094561

19 $0.126409 $0.116107 $0.106685 $0.098064 $0.090173 $0.082948

20 $0.113371 $0.103667 $0.094831 $0.086782 $0.079448 $0.072762

21 $0.101678 $0.092560 $0.084294 $0.076798 $0.069998 $0.063826

22 $0.091191 $0.082643 $0.074928 $0.067963 $0.061672 $0.055988

23 $0.081786 $0.073788 $0.066603 $0.060144 $0.054337 $0.049112

24 $0.073351 $0.065882 $0.059202 $0.053225 $0.047874 $0.043081

25 $0.065785 $0.058823 $0.052624 $0.047102 $0.042180 $0.037790



Períodos 14.5% 15.0%

1 $0.873362 $0.869565

2 $0.762762 $0.756144

3 $0.666168 $0.657516

4 $0.581806 $0.571753

5 $0.508127 $0.497177

6 $0.443779 $0.432328

7 $0.387580 $0.375937

8 $0.338498 $0.326902

9 $0.295631 $0.284262

10 $0.258193 $0.247185

11 $0.225496 $0.214943

12 $0.196940 $0.186907

13 $0.172000 $0.162528

14 $0.150218 $0.141329

15 $0.131195 $0.122894

16 $0.114581 $0.106865

17 $0.100071 $0.092926

18 $0.087398 $0.080805

19 $0.076330 $0.070265

20 $0.066664 $0.061100

21 $0.058222 $0.053131

22 $0.050849 $0.046201

23 $0.044409 $0.040174

24 $0.038785 $0.034934

25 $0.033874 $0.030378



APÉNDICE T

Valor futuro de una anualidad de $1.00

Períodos 1% 2% 3% 4% 5% 6%

1 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000

2 2.0100 2.0200 2.0300 2.0400 2.0500 2.0600

3 3.0301 3.0604 3.0909 3.1216 3.1525 3.1836

4 4.0604 4.1216 4.1836 4.2465 4.3101 4.3746

5 5.1010 5.2040 5.3091 5.4163 5.5256 5.6371

6 6.1520 6.3081 6.4684 6.6330 6.8019 6.9753

7 7.2135 7.4343 7.6625 7.8983 8.1420 8.3938

8 8.2857 8.5830 8.8923 9.2142 9.5491 9.8975

9 9.3685 9.7546 10.159 10.582 11.026 11.491

10 10.462 10.949 11.463 12.006 12.577 13.180

11 11.566 12.168 12.807 13.486 14.206 14.971

12 12.682 13.412 14.192 15.025 15.917 16.869

13 13.809 14.680 15.617 16.626 17.71. 18.882

14 14.947 15.973 17.086 18.291 19.598 21.015

15 16.096 17293 18.598 20.023 21.578 23.276

16 17.257 18.639 20.156 21.824 23.657 25.672

17 18.430 20.012 21.761 23.697 25.840 28.212

18 19.614 21.412 23.414 25.645 28.132 30.905

19 20.810 22.840 25.116 27.671 30.539 33.760

20 22.019 24.297 26.870 29.778 33.066 36.785

21 23.239 25.783 28.676 31.969 35.719 39.992

22 24.471 27.299 3.536 34.248 38.505 43.392

23 25.716 28.845 32.452 36.617 41.430 46.995

24 26.973 30.421 34.426 39.082 44.502 50.815

25 28.243 32.030 36.459 41.645 47.727 54.864



Períodos 7% 8% 9% 10% 12% 14% 15%

1 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000

2 2.0700 2.0800 2.0900 2.1000 2.1200 2.1400 2.1500

3 3.2149 3.2464 3.2781 3.3100 3.3744 3.4396 3.4725

4 4.4399 4.5061 4.5731 4.6410 4.7793 4.9211 4.9934

5 5.7507 5.8666 5.9847 6.1051 6.3528 6.6101 6.7424

6 7.1533 7.3359 7.5233 7.7156 8.1152 8.5355 8.7537

7 8.6540 8.9228 9.2004 9.4872 10.089 10.730 11.066

8 10.259 10.636 11.028 11.435 12.299 13.232 13.726

9 11.978 12.487 13.021 13.579 14.775 16.085 16.785

10 13.816 14.486 15.192 15.937 17.548 19.337 20.303

11 15.783 16.645 17.560 18.531 20.654 23.044 24.349

12 17.888 18.977 20.140 21.384 34.133 27.270 29.001

13 20.140 21.495 2.953 24.522 28.029 32.088 34.351

14 22.550 24.214 26.019 27.975 32.392 37.581 40.504

15 25.129 27.152 29.360 31.772 37.279 43.842 47.580

16 27.888 30.324 33.003 35.949 42.753 50.980 55.717

17 30.840 33.750 36.973 40.544 48.883 59.117 65.075

18 33.999 37.450 41.301 45.599 55.749 68.394 75.836

19 37.379 41.446 46.018 51.159 63.439 78.969 88.211

20 40.995 45.762 51.160 57.275 72.052 91.024 102.44

21 44.865 50.422 56.764 64.002 81.698 104.76 118.81

22 49.005 55.456 62.873 71.402 92.502 120.43 137.63

23 53.436 60.893 69.531 79.543 104.60 138.29 159.27

24 58.176 66.764 76.789 88.497 118.15 158.65 184.16

25 63.249 73.105 84.700 98.347 133.33 181.87 212.79



Apéndice U

Valor presente de una anualidad ordinaria de $1.00

Períodos 1% 2% 3% 4% 5% 6% 7% 8% 9% 10% 12%

1 0.990 0.980 0.971 0.962 0.952 0.943 0.935 0.926 0.917 0.909 0.893

2 1.970 1.942 1.913 1.886 1.859 1.833 1.808 1.783 1.759 1.736 1.690

3 2.941 2.884 2.829 2.775 2.723 2.673 2.624 2.577 2.531 2.487 2.402

4 3.902 3.808 3.717 3.630 3.546 3.465 3.387 3.312 3.240 3.170 3.037

5 4.853 4.713 4.580 4.452 4.329 4.212 4.100 3.993 3.890 3.791 3.605

6 5.795 5.601 5.417 5.242 5.076 4.917 4.767 4.623 4.486 4.355 4.111

7 6.728 6.472 6.230 6.002 5.786 5.582 5.389 5.206 5.033 4.868 4.564

8 7.652 7.325 7.020 6.733 6.463 6.210 5.971 5.747 5.535 5.335 4.968

9 8.566 8.162 7.786 7.435 7.108 6.802 6.515 6.247 5.995 5.759 5.328

10 9.471 8.983 8.530 8.111 7.722 7.360 7.024 6.710 6.418 6.145 5.650

11 10.368 9.787 9.253 8.760 8.306 7.887 7.499 7.139 6.805 6.495 5.938

12 11.255 10.575 9.954 9.385 8.863 8.384 7.943 7.536 7.161 6.814 6.194

13 12.134 11.348 10.635 9.986 9.394 8.853 8.358 7.904 7.487 7.103 6.424

14 13.004 12.106 11.296 10.563 9.899 9.295 8.745 8.244 7.786 7.367 6.628

15 13.865 12.849 11.938 11.118 10.380 9.712 9.108 8.559 8.061 7.606 6.811

16 14.718 13.578 12.561 11.652 10.838 10.106 9.447 8.851 8.313 7.824 6.974

17 15.562 14.292 13.166 12.166 11.274 10.477 9.763 9.122 8.544 8.022 7.120

18 16.398 14.992 13.754 12.659 11.690 10.828 10.059 9.372 8.756 8.201 7.250

19 17.226 15.678 14.324 13.134 12.085 11.158 10.336 9.604 8.950 8.365 7.366

20 18.046 16.351 14.877 13.590 12.462 11.470 10.594 9.818 9.129 8.514 7.469

25 22.023 19.523 17.413 15.622 14.094 12.783 11.654 10.675 9.823 9.077 7.843

30 25.808 22.397 19.600 17.292 15.372 13.765 12.409 11.258 10.274 9.427 8.055



APÉNDICE V

Valor futuro compuesto por n períodos

1% 2% 3% 4% 5% 6% 7% 8% 9% 10% 11%

1 1.0100 1.0200 1.0300 1.0400 1.0500 1.0600 1.0700 1.0800 1.0900 1.1000 1.1100

2 1.0201 1.0404 1.0609 1.0816 1.1025 1.1236 1.1449 1.1664 1.1881 1.2100 1.2321

3 1.0303 1.0612 1.0927 1.1249 1.1576 1.1910 1.2250 1.2597 1.2950 1.3310 1.3676

4 1.0406 1.0824 1.1255 1.1699 1.2155 1.2625 1.3108 1.3605 1.4116 1.4641 1.5181

5 1.0510 1.1041 1.1593 1.2167 1.2763 1.3382 1.4026 1.4693 1.5386 1.6105 1.6851

6 1.0615 1.1262 1.1941 1.2653 1.3401 1.4185 1.5007 1.5869 1.6771 1.7716 1.8704

7 1.0721 1.1487 1.2299 1.3159 1.4071 1.5036 1.6058 1.7138 1.8280 1.9487 2.0762

8 1.0829 1.1717 1.2668 1.3686 1.4775 1.5938 1.7182 1.8509 1.9926 2.1436 2.3045

9 1.0937 1.1951 1.3048 1.4233 1.5513 1.6895 1.8385 1.9990 2.1719 2.3579 2.5580

10 1.1046 1.2190 1.3439 1.4802 1.6289 1.7908 1.9672 2.1589 2.3674 2.5937 2.8394

11 1.1157 1.2434 1.3842 1.5395 1.7103 1.8983 2.1049 2.3316 2.5804 2.8531 3.1518

12 1.1268 1.2682 1.4258 1.6010 1.7959 2.0122 2.2522 2.5182 2.8127 3.1384 3.4985

13 1.1381 1.2936 1.4685 1.6651 1.8856 2.1329 2.4098 2.7196 3.0658 3.4523 3.8833

14 1.1495 1.3195 1.5126 1.7317 1.9799 2.2609 2.5785 2.9372 3.3417 3.7975 4.3104

15 1.1610 1.3459 1.5580 1.8009 2.0789 2.3966 2.7590 3.1722 3.6425 4.1772 4.7846

16 1.1726 1.3728 1.6047 1.8730 2.1829 2.5404 2.9522 3.4259 3.9703 4.5950 5.3109

17 1.1843 1.4002 1.6528 1.9479 2.2920 2.6928 3.1588 3.7000 4.3276 5.0545 5.8951

18 1.1961 1.4282 1.7024 2.0258 2.4066 2.8543 3.3799 3.9960 4.7171 5.5599 6.5436

19 1.2081 1.4568 1.7535 2.1068 2.5270 3.0256 3.6165 4.3157 5.1417 6.1159 7.2633

20 1.2202 1.4859 1.8061 2.1911 2.6533 3.2071 3.8697 4.6610 5.6044 6.7275 8.0623

21 1.2324 1.5157 1.8603 2.2788 2.7860 3.3996 4.1406 5.0338 6.1088 7.4002 8.9492

22 1.2447 1.5460 1.9161 2.3699 2.9253 3.6035 4.4304 5.4365 6.6586 8.1403 9.9336

23 1.2572 1.5769 1.9736 2.4647 3.0715 3.8197 4.7405 5.8715 7.2579 8.9543 11.026

24 1.2697 1.6084 2.0328 2.5633 3.2251 4.0489 5.0724 6.3412 7.9111 9.8497 12.239

25 1.2824 1.6406 2.0938 2.6658 3.3864 4.2919 5.4274 6.8485 8.6231 10.834 13.585

12% 13% 14% 15% 16% 17% 18%



1 1.1200 1.1300 1.1400 1.1500 1.1600 1.1700 1.1800

2 1.2544 1.2769 1.2996 1.3225 1.3456 1.3689 1.3924

3 1.4049 1.4429 1.4815 1.5209 1.5609 1.6016 1.6430

4 1.5735 1.6305 1.6890 1.7490 1.8106 1.8739 1.9388

5 1.7623 1.8424 1.9254 2.0114 2.1003 2.1924 2.2878

6 1.9738 2.0820 2.1950 2.3131 2.4364 2.5652 2.6996

7 2.2107 2.3526 2.5023 2.6600 2.8262 3.0012 3.1855

8 2.4760 2.6584 2.8526 3.0590 3.2784 3.5115 3.7589

9 2.7731 3.0040 3.2519 3.5179 3.8030 4.1084 4.4355

10 3.1058 3.3946 3.7072 4.0456 4.4114 4.8068 5.2338

11 3.4785 3.8359 4.2262 4.6524 5.1173 5.6240 6.1759

12 3.8960 4.3345 4.8179 5.3503 5.9360 6.5801 7.2876

13 4.3635 4.8980 5.4924 6.1528 6.8858 7.6987 8.5994

14 4.8871 5.5348 6.2613 7.0757 7.9875 9.0075 10.147

15 5.4736 6.2543 7.1379 8.1371 9.2655 10.538 11.973

16 6.1304 7.0673 8.1372 9.3576 10.748 12.330 14.129

17 6.8660 7.9861 9.2765 10.761 12.467 14.426 16.672

18 7.6900 9.0243 10.575 12.375 14.462 16.879 19.673

19 8.6128 10.197 12.055 14.231 16.776 19.748 23.214

20 9.6463 11.523 13.743 16.366 19.460 23.105 27.393

21 10.803 13.021 15.667 18.821 22.574 27.033 32.323

22 12.100 14.713 17.861 21.644 26.186 31.629 38.142

23 13.552 16.626 20.361 24.891 30.376 37.006 45.007

24 15.178 18.788 23.212 28.625 35.236 43.297 53.109

25 17.000 21.230 26.461 32.919 40.874 50.657 62.668



APÉNDICE W/APPENDIX W: KWHLAQ CHART



KWHLAQ Chart-21st Century Style

Q

This upgrade group instruction activity was developed by Donna Ogle (1986). Upgrade your KWL Chart to the 21st Century

(2011, July 21) was retrieved from http://langwitches.org/blog/2011/07/21/upgrade-your-kwl-chart-to-the-21st-century/

A

L

H

W

K

What do I

know?

What do I want to know?

How do I find out?

What have I learned?

What action will I take?

What new questions do

I have?

This upgrade group instruction activity was developed by Donna Ogle (1986). Upgrade your KWL Chart to the 21st Century (2011, July 21)

was retrieved from http://langwitches.org/blog/2011/07/21/upgrade-your-kwl-chart-to-the-21st-century/

Sistema Universitario Ana G. Méndez, Inc. School of ... 110 DLP... · APÉNDICE K EJERCICIOS DE...

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