Upload your completed “Connecting School and Home” chart.

In this online assignment, you will investigate and apply research-based principles of home-school partnerships in early literacy. Teachers examine their beliefs on how parents contribute to students’ literacy and their own roles in engaging parents as partners in student motivation and learning. They discuss their own interactions with parents and explore ways they might build on existing practices. Learning Objective: At the end of this online assignment, you will better understand: how language and culture influence home literacy challenges and opportunities in building home-school partnerships differences between home literacy and school literacy Relevant Chapter/Article: Home & School Together – Helping Beginning Readers Succeed (Attached in 3 parts ) Guidelines/Directions: Step 1: What do you already know? Print and complete the Connecting School and Home Chart . Save your Connecting School and Home Chart to revise at the end of the session. Step 2: Read the Home & School Together – Helping Beginning Readers Succeed (in 3 parts). Step 3: Review the important terms listed below Step 5. Step 4: Revise your chart: Return to your Connecting School and Home chart. Add any new thoughts, ideas, or questions based on your readings and review of important terms Step 5: Upload your completed “Connecting School and Home” chart. (via picture or scan or retyping information in Word) Review these important terms: Background Knowledge Background knowledge is the collection of ideas and concepts one has for a given topic or situation based on experiences and/or reading. The background knowledge of English Language Learners may differ from that of mainstream learners. Emergent Literacy Emergent literacy refers to the young child’s developing knowledge of how print works before formal instruction begins. Once referred to as “reading readiness, emergent literacy supports the understanding that young children begin to develop knowledge about and use of literacy well before formal schooling begins. Children’s emergent literacy behaviors are developed as a result of early experiences with print in the home, in preschool programs, and in kindergarten. Children may enter kindergarten with a wide range of experiences with print. The basic components of emergent literacy are oral language development, concepts about print, alphabet knowledge, and phonemic awareness. Funds of Knowledge Coined by professor and researcher Luis Moll funds of knowledge refer to those historically developed and accumulated strategies (e.g., skills, abilities, ideas, and practices) or bodies of knowledge that are essential to a household’s functioning and well-being. They are the inherent cultural resources found in communities, and are grounded in the networking that communities do in order to make the best use of those resources (Conner, 2002). In their studies of bilingual literacy with Latino families in Tucson, Arizona, Moll and colleagues demonstrated the importance of communities of learners within large cultural and familial networks. They suggest that the integration of these local funds of knowledge in education forges strong links between parents, educators, and children, and the validation of this knowledge allows families to bring more to their children’s education. Home Literacy Family or home literacy encompasses the ways parents, children, and extended family members use literacy at home and in their community. Family literacy may be initiated purposefully by a parent or may occur spontaneously as parents and children go about the business of their daily lives. Family literacy activities may also reflect the ethnic, racial, or cultural heritage of the families involved. (Adapted from Morrow, Paratore, and Tracey. Family Literacy: New Perspectives, New Opportunities.) Portfolio Assessment Portfolio assessment is the collection and interpretation of evidence of student learning including both the processes and the products of learning (Johnston, 1992). Evidence for the portfolio is gathered over time to provide a more complete picture of a child’s literacy development. Contents of a portfolio could include sample running records, pages from writing journals, written responses to reading, story retelling forms, spelling tests, reading record logs, and student self-assessments. A new portfolio can be constructed each year, or a summary, or “showcase” portfolio can follow students from year to year. Teachers and students may collaborate to select pieces for the portfolio. They are especially useful in parent-teacher conferences to show a child’s progress over time.

Discuss what types of subsistence patterns were used to make your selected dish/beverage.

PROMPT: Within every country there are different forms of subsistence or belief systems. For this assignment, you will choose a country (a state system) to discuss the various forms of subsistence patterns that its citizens and inhabitants use to survive. Choose a dish or beverage to explain why that is significant for that country. Discuss what types of subsistence patterns were used to make your selected dish/beverage. You must also explain why the dish is important nationally, locally, and or globally. You may want to discuss if their subsistence strategies have been affected by colonialism or globalization, or if their current subsistence practices are sustainable. Your assignment must be typed and double spaced. Your paper must be at least 2800 words in length and the pages numbered. Note: 300 words double spaced is one page. Use the American Anthropological Association Style Guide when citing sources. Your paper must also include the following points below: _____ Title The title should be concise. It should describe the contents of your paper. _____ Introduction – Provide basic information about the country, and an overview of what the reader should expect in your paper. Why have you selected this country for your paper? What about their types of food production/belief system makes it unique, etc.? Body _____ Part I: Explanation – (can be multiple paragraphs addressing the point below) Which scholars (anthropologists/social scientists) have produced ethnographies about this country and its people? (Discuss at least two) Dish paper: Describe the four types of subsistence patterns identified by anthropologists and discuss at least two forms of subsistence patterns found within your chosen Asian country/state. Describe the subsistence patterns in detail that create your dish. You should describe the country’s staple foods, social organization (population size, cultural area, division of labor-sex/gender, age sets/age grade). _____ Part II Analysis and Evaluation In this section analyze the subsistence/belief system trends currently happening within this country. Is their current subsistence strategy sustainable? Why or why not? Are they starting to adopt other forms of food procurement/belief systems? If relevant, what major issues have local indigenous peoples/ethnic groups/citizens encountered as a result of colonialism and globalization for belief systems/food procurement? How have these issues impacted their way of life? Write about your own opinions and observations from scholarly readings; Make sure you explain and support them with academic/peer reviewed examples. _____ Conclusion Conclude your essay by discussing trends that the country might move towards in the near and or distant future. If relevant, explain what you learned about each ethnic group/regional population within the country. Discuss the challenges that the cultural groups within that country will face in terms of cultural survival regarding food procurement/belief systems.

Discuss how these films: 1) help forge a national Jewish/Israeli identity, and what that identity is, and 2) at the same time, question or criticize Zionist ideals about the existence of the Israeli state.

1- How do recent Israeli films address the Arab-Israeli conflict? Using at least two films, make an argument about how these dramas deal with military occupation and ongoing war. Discuss how these films: 1) help forge a national Jewish/Israeli identity, and what that identity is, and 2) at the same time, question or criticize Zionist ideals about the existence of the Israeli state. 2- If a “National Cinema” constitutes the dreams, myths and ideology of a nation, what constitutes a “Palestinian cinema” (even though Palestine is not officially a country)? Examining at least two films, how do these movies’ use of filmic space (the type of shots and settings) and narrative (how the story is told and resolved) describe a Palestinian experience or Palestinian identity? That is, do these films convey a similar ideology in the same way a national cinema is constructed?

Write an essay using the definition of popular culture given by Maasik and Solomon in Signs of Life: popular or “pop” culture is “a commercial, for-profit culture aimed at providing entertainment to a mass audience.

The goal in this paper is to present your critical analysis of some aspect of popular culture, using the definition of popular culture given by Maasik and Solomon in Signs of Life: popular or “pop” culture is “a commercial, for-profit culture aimed at providing entertainment to a mass audience. Corporate rather than communal, it has transformed entertainment into a commodity to be marketed alongside all other products in a consumer culture.”

Develop an analytical narrative about them that reflects key sociological concepts and knowledge about aging and older persons from the course.

Instructions: Choose a photograph of an older person (someone unknown to you). Develop an analytical narrative about them that reflects key sociological concepts and knowledge about aging and older persons from the course. An analytical narrative is a fictional account of life experiences and demographic information carefully created to demonstrate key sociological concepts and theory. Drawing on the narrative that you have created and current sociological academic research, write a research paper (5-6 pages double-spaced, not including title page and reference page). The paper will explore the ways in which and reasons why (or why not) your older person’s life experiences fit (or not) with typical patterns, life course trends, and theoretical perspectives for their demographic profile and social positions in society. Please note that this is not an opinion paper. The analysis of life experiences is based on current sociological academic research drawn from the textbook and other academic peer reviewed sources. Note: The analytical narrative is not based on real information from an older person. You create the narrative to reflect concepts, theory, trends and patterns presented in the course material. Your paper must include the following sections: Introduction (approximately 0.5 pages) The introduction should include a thesis statement, summary of life experiences, and social structures highlighted in the narrative, and the course material (i.e., sociological concepts and theoretical paradigm) that will be used to analyze the narrative. A thesis statement is one or two sentences in the introductory paragraph that presents an argument or states a position on the topic for the reader. The analysis portion of the paper then presents evidence to support the thesis statement. For more information on how to construct a thesis statement go to http://writingcenter.unc.edu/tips-and-tools/thesis-statements/ Body (approximately 3-4 pages) Narrative of an Older Person (approximately 1 page) Include a demographic profile of the older person What is the age, gender, ethnicity, social class, education, current living arrangement, marital status, social network, etc. of the older person? Describe important life experiences Describe a few life experiences (i.e., major life events) that occurred throughout their life course Include reflections/exact words (created by you) from the narrative of your older person Analysis of the Narrative (approximately 2 pages) Identify and define social structures (1 or 2) that are critical to understanding the older person’s life history (use definitions from the textbook or additional course material) and discuss how social structures shaped the life experiences Include relevant sociological concepts (in addition to social structures) in your analysis. Concepts you may want to use can be found in the course textbook (and required readings on D2L). All concepts mentioned in the paper must be defined using the textbook and/or required readings on D2L Choose ONE of the three sociological theoretical paradigms (structural functional OR social conflict OR symbolic interaction), describe the theoretical paradigm generally (e.g., micro/macro, view of society, key concepts) and discuss how the paradigm explains the life experiences If you also want to include a specific theory within the paradigm please do so, however, this is not required (e.g., life course theory within the structural functional paradigm) Explain the ways in which and reasons why (or why not) your older person’s life experiences fit (or not) with typical patterns, life course trends, and theoretical perspectives for their demographic profile and social positions in society Provide evidence from academic peer reviewed sources to support this analysis Conclusion (approximately 0.5 pages) The conclusion should briefly summarize the narrative, the social structure(s) and the role it played in locating life experiences, and the theoretical analysis of the life experiences. Also include a statement of how looking at life history from a sociological perspective informs our understanding of the experiences of older persons.