Term

Summer 8-4-2016

Capstone

Thesis

Degree Name

MALED

Primary Advisor/Dissertation Chair

Jennifer Carlson

Secondary Advisor/Reader One

Leah Soderlund

Peer-Reviewer/Reader Two

Joan Bauer

Abstract

Research indicates that the most successful summer programs and after school experiences do not simply mimic the school year but rather complement it. The purpose of this capstone was to create a stronger connection between the district’s school year literacy curriculum and its summer program for English Learners while maintaining the experience-based nature of the program. The research question explored: How can I best integrate authentic reading and writing into a hands-on, experience-based summer program for English Learners resulted in a series of six lessons complementing the program’s varied experiences and the district’s units of study thereby allowing for an authentic application to the literacy components. The curriculum integrated components from backward design, the SIOP Model, and inquiry learning in order to meet the unique needs of English Learners.

Research Methodology

Curriculum Development, Survey

Included in

Education Commons

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