ED 681 Principles and Practices of ESOL and Bilingual ...

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MASTER SYLLABUS College of Education/Division of Teacher Education

ED 681

Principles and Practices of ESOL and Bilingual Education TERM and YEAR

Instructor:

Email: Phone: {Education office phone}: 503.838.9285

Office: Office hours:

Class location: Online

Course Description

This course explores the foundational principles of inclusive education for emergent bilingual students. Topics include principles of second language learning, instructional practices that support emergent bilinguals in accessing academic language in the content classroom, equity and advocacy for linguistically diverse students and their families, and differentiation of instruction in the linguistically and culturally diverse classroom.

Required texts:

Soltero, S. (2011). Schoolwide approaches to Education ELLs. Portsmouth, NH: Heinemann Choose one memoir of an emergent bilingual/English language learner from the list below. These texts are readily available in the local library and/or through Amazon at very reasonable price (typically under $10): Danticat, E. (1998). Breath, Eyes, Memory. NY: Soho Press.

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Hoffman, E. (1989) Lost in Translation: A Life in a New Language. New York: Penguin, Rodriguez, R. (1982). Hunger of Memory: The Education of Richard Rodriquez.

NY: Random House. Santiago, E. (1994). When I Was Puerto Rican/Cuando Era Puertorriquena.

Random House. Villasenor, V. (2004). Burro genius. NY: Harper Collins.

Standard or Outcome Assessment TSPC standard: 1a. Language as a System

Cultural and Linguistic Landscape

TSPC standard: 1b. Language Acquisition and Development

Sheltered Lesson Analysis

TSPC standard: 2a. Culture as it affects student learning


TSPC Standard 2b. Culture Cultural and Linguistic Landscape TSPC standard 3a. Planning for Standards-Based ESL and Content Instruction


TSPC Standard 3b. Implementing and Managing Standards-Based ESL and Content


TSPC Standard 4a. Issues of Assessment for English Language Learners


TSPC Standard 4b. Language Proficiency Assessment


TSPC Standard 4c. Classroom-Based Assessment for ESL


TSPC Standard 5a. ESL Research and History


InTASC standard 1: Learner Development


InTASC standard 2: Learning Differences


InTASC standard 3: Learning Environments

Cultural and Linguistic Landscape Language Learning Autobiography

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InTASC standard 4: Content Knowledge


InTASC standard 5: Application of Content

Language Learning Autobiography

InTASC standard 6: Assessment Sheltered Lesson Analysis InTASC standard 7: Planning for Instruction


InTASC standard 8: Instructional Strategies


InTASC standard 10: Leadership and Collaboration


GLO: Specialized Knowledge Sheltered Lesson Analysis GLO: Engaging Diverse Perspectives Cultural and Linguistic Landscape GLO: Integrative Knowledge Cultural and Linguistic Landscape

Course Objectives Students work towards the following goals:

Oregon TSPC ESOL Standards

Oregon TSPC Standards Pathways for EC, EC/Elem, Mid/High, High Only Knowledge, Skills, Abilities and Professional Dispositions for Initial I Teaching Licensure (KSAPD)

InTASC Standards

WOU’s COE Conceptual Framework

Corresponding Assessments

Examine the interrelatedness between language and culture and understand

1a 2a

EC 1 EC/Elem 1 Mid/High 1 High Only 1 KSAPD 1a, 1b,

1 2 3

EE CS IV

Cultural and linguistic landscape project: family involvement,

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the influence of culture and background on the learning process and classroom dynamics

1c observation, reflection Book or Film Review Project

Explore ways to foster a classroom climate that is inclusive of all diversity such as language, culture, socioeconomic status, race, religion, and national origin

2b EC 2 EC/Elem 2 Mid/High 2 High Only 2 KSAPD 1c

3 EE CS IV

Cultural and Linguistic landscape project: family involvement, observation, reflection

Recognize and combat deficit perspectives/views on English Language Learners (ELLs)

2a EC 2 EC/Elem 2 Mid/High 2 High Only 2 KSAPD 1a, 1b

1 2

EE CS IV

Cultural and Linguistic landscape project: family involvement, observation, reflection Book Review

Develop an awareness of the unique characteristics of ELL students and

2a, 2b, 5b

EC 1 EC/Elem 1 Mid/High 1 High Only 1

1 2 10

EE CS IV P

Cultural and Linguistic landscape project: family involvement,

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their families, and the importance of partnerships among the school, home, and community

KSAPD 1a, 1b, 4b

observation, reflection

Recognize the role of L1 in the second language acquisition process, and the importance of primary language support within instruction

1a, 1b EC 1 EC/Elem 1 Mid/High 1 High Only 1 KSAPD 1a, 1b

1 2

EE CS IV

Language learning autobiography

Understand the stages of second language acquisition, and the impact of individual and sociocultural variables influencing language learning

1b EC 1 EC/Elem 1 Mid/High 1 High Only 1 KSAPD 1a, 1b, 1c

1 2 3

EE CS IV

Video Teaching observation

Examine the rationale of

5a EC 3 EC/Elem 3

4 EE CS

Cultural and Linguistic

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different ESOL program models, and the complementary nature of language (ELD) and content (sheltered and bilingual) classrooms

Mid/High 3 High Only 3 KSAPD 2a

P landscape project: family involvement, , observation, reflection

Incorporate basic sheltered strategies (e.g., visuals, grouping strategies, explicit vocabulary) appropriate to students at different levels of English language proficiency within a gradual release of responsibility model

3a, 3b, 3c 6a, 6b

EC 3 EC/Elem 3 Mid/High 3 High Only3 KSAPD 2b, 3b, 3c

5 7 8

EE CS IV P

Video Teaching Observation

Implement multiple/varied assessments that allow

4a, 4b, 4c

EC 3 EC/Elem 3 Mid/High 3 High Only 3

6 EE CS IV P

Video Teaching Observation

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ELLs to demonstrate knowledge of content regardless of language proficiency level

KSAPD 3a

Diversity goals in the ESOL program

Course

Diversity Goals

I, T, A Activity, assignment, assessment

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1, 2, 3, 4 I, T, A Cultural and Linguistic landscape project,

Research-Based Literature Review Project

ED 682 1, 4 T, A Programs for ELLs, Final exam

ED 683 1, 4 T, A

Cultural backpack, Interview profile, Critical cultural analysis of a lesson plan, Reflective teaching assignment

ED 684 3 I, T, A Analysis of Language Skills, Linguistic analysis

of textbook, Classroom applications

ED 691 2, 3 T, A Lesson plans, Teaching demonstrations,

Observation of a sheltered lesson

ED 692 2, 3 T, A Lesson plans, Quick share, Tutoring project

ED 609

1, 2, 3, 4 T, A Student-teaching, Teacher work sample

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GOAL #1: Understand and critique the research and scholarly knowledge base related to the teaching and learning of English as Second Language. GOAL # 2 Value diverse perspectives, build upon individual strengths and differences, and promote equity and inclusivity. GOAL #3: Differentiate and adapt teaching to ensure that all learners maximize opportunities to learn, grow, and reach their potential. GOAL #4: Learn and use practices that value home languages, shelter content instruction, and foster language acquisition. GOAL #5: Value and partner with family, community, and stakeholders to understand, support, and improve upon the educational experiences of every learner.

WOU College of Education Conceptual Framework

APA and Plagiarism

Use of another person’s thinking, writing, graphic or visual presentation without crediting the author is plagiarism, which may result in a failing grade. Students must fully acknowledge all sources and all assistance received in work submitted to the faculty for evaluation. To avoid plagiarism, use APA style in referencing course materials. The following resource is helpful: http://research.wou.edu/apa Specifically, when you copy something directly from the text, use quotation marks to begin and end the passage. Before the final period, write the author, year, and then include the page number(s) in parentheses. Use one p. if you

http://research.wou.edu/apa

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are quoting from one page: (Wright, 2010, p. 12). Use pp. when the quote extends over two pages: (Crawford, 2002, pp. 12-13). Examples: “The demands of NCLB for the creation of aligned ELP standards and assessments have been especially difficult for smaller and less populated states with relatively low numbers of ELL students” (Wright, 2010, p. 61). According to Wright (2010), “Unz’s figure fails to account for the progress ELLs make in learning English each year. It also creates an unrealistic expectation . . . ” (pp. 68-69). If you paraphrase (say what the author said in your own words), you include the author and year, but not the page numbers or quotation marks.

Writing Resources

WOU’s Writing Center is a highly-recommended resource for all students. The Writing Center faculty and staff will work with you on writing projects for any course and any stage of the writing process: brainstorming and outlining ideas, exploring practical routes for revision and development, adhering to format and style guides (APA!), identifying sentence-level error patterns (e.g., grammar, sentence structure), etc. To make an appointment, visit www.wou.edu/writingcenter and login to the online appointment book to view online and in person available times.

APA Resource Guide The Online Writing Lab (OWL) maintained by Purdue University serves as an invaluable source for examples of APA citation. You may access the source at this site address: https://owl.english.purdue.edu/owl/section/2/10/

Accommodations

http://www.wou.edu/writingcenter

https://owl.english.purdue.edu/owl/section/2/10/

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Pursuant to the Americans with Disabilities Act and Section 504 of the Rehabilitation Act, students with disabilities who will need reasonable accommodations for this course should contact the Office of Disability Services (ODS) for appropriate coordination. You can visit APSC 405 or contact ODS at (503) 838-8250 (V, TTY) to schedule an appointment. Students with special circumstances, especially veterans and active duty military personnel, are welcome and encouraged to communicate these to me as early as possible.

Student Success Concerns:

If the instructor determines your performance in this class is placing you at academic risk, you may be referred to a member of the Student Success Team. A student success specialist will offer to work with you to address issues and develop a student success strategy. Regardless of whether a referral has or has not been made, you are ultimately responsible for tracking your own progress in this course. If you would like to meet with a student success specialist regarding any academic struggles you are experiencing, please contact the Academic Advising and Learning Center at 503-838-8428 or at [email protected].

Student Absence Notification: If you are absent due to an extenuating circumstance or medical situation, the instructor will ask you to report the incident through official channels before making exceptions to missed or late work. For more information on how to submit a student absence notification request, please contact the Academic Advising and Learning Center at 503-838-8428 or at [email protected].

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Course requirements:

Assignment title Possible points

Weekly readings, discussions, and participation 40

Research-Based Literature Review of “Hot Topics” in Language Learning

20

Ethnographic Exploration of Linguistically and Culturally Diverse School Community

30

Critical book or film review project 10

Total points 100

Grading system:

A 94 – 100% B- 80 – 83% D+ 67 – 69% A- 90 – 93% C+ 77 – 79% D 64 – 66% B+ 87 – 89% C 74 – 76% D- 60 – 63% B 84-86% C- 70 – 73% F Below 60%

Guidelines for Course Assignments: As a graduate level course, students are expected to demonstrate critical thinking, depth of knowledge, and thorough knowledge of the content. All assignments are due on the date and time listed and should be posted on Moodle in the appropriate space. LATE WORK POLICY: Work is due on the day and time listed on the syllabus and within the module. In the case of severe illness that prevents timely submission of assignments, medical documentation (i.e. doctor’s note) should be provided. Other outstanding circumstances, such as the death of a close family member will be considered on a case-by-case basis. Any work not turned in on time without a medical excuse, will receive a 50% reduction in points. Any work not turned in by ONE week after its original due date will

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receive 0 points. Professional dispositions in the field of education require timely submission of assignments, so please be sure to ask clarifying questions before due dates and submit all work on time. Additional guidelines:

● Please use pseudonyms or initials for all students, teachers, schools, and communities you describe in your projects. (For example, instead of saying "Independence Elementary", you could say IES or Maple Elementary.

● Please attach a self-rated scoring guide for each assignment. They are available on the syllabus or on Moodle to copy and paste. The purpose of a self-rated student guide is to help course participants build an awareness of the expectations of the assignment and self-identify their areas of strength and opportunities for growth (you are not “grading yourself” but rather critiquing your own work. I will be the one evaluating and providing feedback regarding your work.)

● Pay close attention to the scoring guide for each assignment and make sure you have addressed all requirements.

● All papers/projects turned in should have an appropriate heading information, as outlined here:

Name Date ED 681 Summer 2018 Title of assignment

● All projects submitted online need not only a proper heading, but also to be labeled as follows:

Name Assignment Example: Joshua Schulze Landscape Project Part 1

● Please use care in editing and presentation. Assignments must be typed, double spaced, using 12-point font (either Times New Roman, Arial, or Cambria) with one inch margins.

● Use APA style for citing your sources. Easy-to-follow directions on how to use APA format can be found in the following website: http://research.wou.edu/apa

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Required Email Communication

Group notices will be emailed to your WOU account. Please make sure your WOU email is active and check it consistently through the duration of this course, or forward your mail to your desired email address. [You may communicate with me via other emails and I will reply to that message.] For online help, see http://www.wou.edu/provost/online/ or call Computing Services: (503) 838-8925. Netiquette and/or Tenor of Online Communication It is good practice to communicate using professional discourse in all interactions online. A guide to “Netiquette” is provided here: http://www.wou.edu/ucs/faq/etiquette.php. You are welcome to address me as Josh or in this course.

Course Assessments and Assignments: Description Below. Please ask clarifying questions before the due date. Assessment One. Weekly readings, module activities, discussions, and participation (40 points possible) Each week, you will be assigned readings from the textbook and related articles (available in Moodle in the “Supplementary Course Readings” folder). To demonstrate your understandings and to clarify ideas related to the readings, we will complete weekly module assignments available via Moodle as well as participate in weekly web-based discussions. Each week everyone should contribute the weekly assignments (content and application work and discussion board questions) and two responses to classmates’ postings by Sunday at 11:59pm. The intention of the web-based discussions [Reading Circles] is for a discussion to occur, which requires each class member to take part in ongoing and frequent contributions (more than just one day per week, whenever possible). Thus, you are encouraged to log-in and make postings on at least two separate dates each week so that your peer responses are made on a different day than your original posting.

http://www.wou.edu/provost/online/

http://www.wou.edu/ucs/faq/etiquette.php

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The expectations for responses made by graduate-level students are high. It is expected that your responses demonstrate critical thinking and careful critique and understanding of the weekly readings. Each entry should add substantial content to the group’s discussion. (Simple postings such as “Good idea!” should only be sent as personal messages to individual students and not as peer response entries). You are welcome to work ahead on initial postings whenever each week becomes available; however, initial postings to the Reading Circle should be made no later than Thursday at 11:59pm (preferably earlier!), so that others may post responses on Friday, Saturday or Sunday. Your discussion posts will be assessed at the mid and end of term. Criteria for Success: (This is how you typically get “full credit” for the discussion)

1. _______Participant adds to the discussion by critiquing, questioning, and/or extending the conversation

2. _______The discussant has clearly read the readings and uses them to inform the discussion

3. ______ The participant makes initial post on time and in a timely manner to the circle members

Assessment Two: Research-Based Literature Review of Hot Topics in ESOL Education Overview: Students will explore a “hot topic” of their choice related to the field of ESOL and/or bilingual education. Upon choosing the topic, students will synthesize the findings of a minimum of 4-5 research-based journal articles. The topic of your research and the accompanying synthesis of your research should clearly be connected to your future teaching practice. At the graduate level, you are expected to demonstrate a high level of critical

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thinking about the topic and be prepared to share and defend your synthesis in an oral presentation to your instructor and peers. Directions

● Identify a “hot topic” in the field of ESOL or Bilingual Education. ● Find 4-5 scholarly articles that address this topic. While you may

include “popular/non-academic articles such as news articles, websites or blog, etc, at least 4 of the resources should be from peer-reviewed journals and/or the sites of professional organizations related to ESOL or Bilingual Education.

● Synthesize (not summarize) the findings of the article. Identify key trends, topics, ideas, concepts, opinions, that are appearing in the articles.

● Connect your synthesis to the course readings. In other words, how do those articles affirm, conflict with, or extend your thinking about course topics?

● Address how what you have learned from your scholarly exploration has influenced your current or future teaching

● Prepare to share your findings with colleagues either in class (if the class is offered face to face/or online via Moodle)

Research Based Literature Review of Hot Topics in ESOL Education

Scoring Guide

Points possibl

e

Student self-

assessment

Content Clearly synthesizes the key findings of a minimum of 4 research articles from scholarly journals on a topic related to ESOL/Bilingual Education

4

Instructor feedback and points

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Clearly describes the manner in which these articles were discovered, including relevant search terms used to locate the articles.

2


Thoughtfully critiques the findings of the articles and relates them to topics and additional readings presented in class.

2


Draws meaningful conclusions from the project regarding how the information informs future teaching practice and articulates those conclusions in an oral presentation to instructor and peers.

1


Editing and Presentation

Uses correct grammar and punctuation. Uses desired length (4-5 pages of content, plus a page for citations and a cover page). Work reflects graduate-level work with support and direct references from course readings and at least one additional outside academic source. Proper citations in APA style are included. Self-scored rubric is included at the end of the autobiography, following the citations.

1

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Total 10


Assessment Three: Ethnographic Exploration of Linguistically and Culturally Diverse School Community In this project, you will conduct a “mini” ethnographic study in which you explore and gather observational data related to the culture of a school or community center (library, community center, language institute) which serves a substantial portion of emergent bilingual learners. Through a minimum of two visits, you will investigate and reflect on how the school or community center currently operates. You are not conducting an evaluation of the school or community center! Instead, you are observing the school to get a better understanding of its climate in terms of English language learning. Although, you will have opinions and reactions that may be quite strong, bear in mind, your purpose is to observe, rather than evaluate. If you visit a school, please use pseudonyms for the school name to protect its information within the write up (while using pseudonyms may seem a bit “odd” at times, this is common practice in research as maintaining confidentiality is a tenet of the practice of scholarly engagement). Additional information on each section of the project is located on the rubric.

You will need to set up this visit immediately if background checks or letters of reference are needed. Keep in mind schools are dealing with security issues and will need time to accommodate your visit! If you wait to the last minute, or are not persistent in setting up the visit, you may encounter challenges.

● Part 1: Climate Observation: After obtaining proper permission,

take a walk through the school or community center. Observe key

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components of the school and consider them from the perspective of an emergent bilingual student. What aspects of the community potentially support students in making meaning? What languages do you hear spoken regularly? How often are they spoken? Who speaks those languages (students, administrators, teachers, instructional assistants, support staff, district representatives)? Which languages are used in print on the school walls? How well are the demographics of the school represented in books in classrooms and in the school library? Which languages are supported in both school and classroom libraries? Where do students go for ELD (English Language Development) classes (i.e.: regular classroom, portable classroom, etc.)? How does the school foster an inclusive environment for ELLs?

● Examine the school’s website and use the “premises for building a responsive school climate” (Soltero, 2011. p. 39) to evaluate/examine how these premises (mission/vision, language support, home language and culture, leadership, etc) are visible within the website. If the school does not have a website, examine the district website instead.

● Using photos and text, create a PowerPoint, Prezi, Google Slide, video

or other visual technology tool to present your findings. Cite academic sources, including course materials to connect your observation findings with current practices and Soltero’s thoughts. Remember: Do not take photos of students or staff. Photograph the environment. Obtain permission prior to your visit to take photos. Your presentation should be about 7-8 slides.

Please keep in mind that schools are extremely busy and you need to respect their time by making contact early and being professional in all of your interactions. Waiting until the last minute is not advisable! A phone call is usually the best way to get started (emails are ok, if you know the person, but not really too effective if you don’t).

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You may be able to get a lot of information up front by checking out the school website before you go for the visit.

● Part 2: Parent/Family Involvement:

● After your visits and your exploration of the website, think about how

this school might look through the lens of a parent/guardian of an ELL. How are parents typically involved in the school? How are parents notified of information? In which language is it done? How are teachers made available to meet with parents (flexed conference times or home visits, for example)? In what ways does the school make bilingual parents feel welcome and valued? How do families get involved at the school? Based on your observations, what did you take away as the three key ideas or principles to remember when organizing a school to support the needs of ELLs? Chapter 5 from the Soltero text is a useful resource for this section.

● Using Epstein’s (2001) Framework for Six Types of Involvement (see

Soltero p. 182-191), analyze family & parent involvement in the school you’re researching in the areas listed: Collaboration with community, Decision making, Volunteering, Parenting, Communicating, and Learning at Home.

● Write up your summary in a 3-5 page paper. Alternatively, you may

make a visual presentation with a voice recording or your findings (typically 3-4 minutes)

Part 3: Group Reflection and Collective Action Steps:

After making your visits and examining the school’s website, share what you learned with your assigned group members either in a face-to-face meeting or on an alternative video forum such as SKYPE/Go-to-Meeting or in a forum on

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Moodle. As you share, look for commonalities in your experiences. What were the strengths? What were gaps and what was missing? After sharing your collective reflections and observations from your school/community center visits in a robust, group discussion, and based on the information you now have about how ELLs are being serviced (or not) in Oregon’s schools and communities, work collaboratively to create 3-5 action steps you will take as teachers to support the emergent bilingual students in your school community.

Your action steps should consider the following:

● What are proactive ways to combat deficit perspectives/views of ELLs? What evidence from your observations support those key principles of working with ELLs? What research (from course readings/videos) supports those key ideas/principles?

● List at least 3 action steps addressing how you would organize a school to demonstrate support of ELLs.

● Submit your action steps as a group assignment on Moodle. List names of group members on the paper or in the visual. Each student should individually upload a copy of the action steps to MOODLE.

ED 681 Rubric for Ethnographic Research: School Community Points

possible Student

self-assessmen

t

Demographics: State the number of students, percentage of ELLs, and the languages represented by families in that school or community center.

2

Instructor feedback & points

Language landscape: Describe the language 3

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landscape. What languages are being spoken? Who is speaking them (certain groups of students or staff members)? Listen both in the classroom and in common spaces (cafeteria, hallway, library, etc.) Course readings are strongly integrated/cited.


Printed language: What is the language of the print in the community space, both on the walls and in printed materials? Include both common spaces and classrooms. Describe, both in pictures and words and in detail, where and how the languages are used. Course readings are strongly integrated/cited.

2


Representation of student demographics in materials: Describe how the demographics of the students are represented in classroom materials, pictures, etc. Include photos of sample materials. Course readings are very clearly used/cited to support or further explain observations.

2


Where classes occur: Describe where students (physically) go for their English language development classes (ELD) AND where in the building their classroom is located compared to other subject areas/classrooms. Analyze (objectively) how that demonstrates support or deficit views of ELLs. Course readings are used to support or further explain observations.

2


This assignment should be presented in Power Point, Prezi, video, Google Slides, or other visual format, along with a list of sources cited in APA style. It should also be written at a graduate

1

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level. At least one non-course reading (academic source) is

used in addition to course readings for support. A self-scored rubric is required, too, to be uploaded. Note: Any mention of a school’s true identity may

result in a failed project. Use pseudonyms/acronyms for all names and places.


Total 12

Instructor feedback & points ED 681 Rubric for Ethnographic Exploration: Part 2 Points

possible Student self-assessment

Family involvement: 1. Describe how parents are typically involved

in the school or community center. Give examples from how parents are involved both in school-wide activities (such as parent clubs) and smaller activities (e.g.

10

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volunteering with classrooms). 2. Describe efforts from the school or

community center to make all families feel welcomed. What are specific activities, strategies, events, or spaces in the school that are aimed at parents of emergent bilingual students or ELLs? Use observational data and notes from your visit and exploration of the school’s website (if possible) to give concrete examples of ways the school tries to support parents of ELLs.

3. Use Epstein’s (2001) Framework for Six Types of Involvement to discuss current family involvement for the six listed areas (learning at home, collaborating with the community, parenting, communicating, decision making, volunteering)

4. Use research from course readings to analyze the family involvement at the school objectively. Make direct connections/references to course readings.


Other: This assignment should be 4-5 pages, double spaced, which includes a page of citations for academic sources (at least one of which should be an outside academic source) in APA style and a cover page. The paper should be written in APA style. A self-scored rubric is required, too, at the end of the finished product. Alternatively, you may construct a visual with a voice over that addresses the topic. Please refer to the school with pseudonyms or acronyms. Failure to do so may result in failing the project.

2


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Total 12

Instructor feedback & points Part 3: Reflection and Action Steps Based on your observation and ethnographic exploration, what three key ideas or principles should be considered when organizing a school to support the needs of ELLs? What are proactive ways to combat deficit perspectives/views of ELLs? What evidence did you see in your interviews/observations that support those key principles of working with ELLs? What research (from course readings/videos) supports those key ideas/principles?

Rubric for Action Steps Based on Ethnographic Exploration Data: Reflection and Action Steps

Points possible

Student self-

assessment

Key ideas and reflections: 1. Three action steps are clearly stated that

describe what you would use to organize a school to support ELLs.

2. Describe examples of deficit perspectives and/or common myths regarding ELLs that you may have observed or have heard of. What would you have done in this school environment to do better support ELLs/emergent bilingual students? Alternatively, what are deficit perspectives and/or common myths you would want to be aware of and work to be proactive about in a

3

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school environment? 3. Describe how observations from the school or

community environment and the course readings and materials informed your action steps.


Other: This assignment should be approximately 3-5 pages, double spaced. Include a page of citations for academic sources in APA style and a cover page. It should also be written at a college level. A self-scored rubric is required, too, at the end of the finished product. Please refer to the school with pseudonyms or acronyms. Failure to do so may result in failing the project.

3


Total 6

Instructor feedback & points Assessment Four: Critical Book Review (CHOICE ONE) During the term, you will read a memoir that is designed to deepen your understanding of the life experiences of emergent bilinguals. You’ll choose one book from the list that you have not read previously (see above under “required texts”). The books can be purchased inexpensively on Amazon.com or they checked out for free through libraries in the Chemeketa Community Regional Library Service area (CCRLS). They are also available either through the WOU Library or an affiliate (Summit). As you read the book, you should make connections with course content and readings. In your written commentary and critique, you briefly summarize the text, describe in detail with specific, supporting references about how the book connects to course readings, and share how or why you might use this book in your teaching

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career. The format for this project can be a written paper (approximately 3 pages long). Alternative presentation formats are also accepted to meet your needs and interests. (For example, you may want to try creating an online portfolio or video to share about this book.) Please see the rubric for this assignment for additional details. Assessment Four: Critical Book Review Scoring Guide Written commentary and critique: The review provides a summary sufficient for someone who has not read the book to follow the critique, but is not simply a retelling of the book.

3

Connection to the course readings: The analysis of the book is connected to the theory, research, and readings presented in the course. The writer clearly demonstrates how the book informed and influenced his/her teaching of emergent bilinguals/language learners.

5

Professional Discourse and Grammar: The writer constructs the review with attention to grammar and mechanics. APA style is used. Reference page is included.

2

Total Points 10

Assessment Four: Choice Two

During the term, you will watch 3 films that depict the lives of immigrants. Viewing these films will deepen your understanding of the life experiences of emergent bilinguals. You’ll choose three films from the list that you have not watched previously. As you watch the films, you should make connections with course content and readings. In your written commentary and critique,

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you briefly summarize the films, describe in detail with specific, supporting references about how the films connect to course readings, and share how or why you might use this films in your teaching career. The format for this project can be a written paper (approximately 3 pages long). Alternative presentation formats are also accepted to meet your needs and interests. (For example, you may want to try creating an online portfolio or video to share about this book.) Please see the rubric for this assignment for additional details.

You may choose any three films that address the topic of the immigrant

experience.

A list of potential films to review may be found here:

https://film.avclub.com/coming-to-america-19-movies-about-u-s-

immigration-1798257916

Assessment Four Choice Two: Film Review Scoring Guide Written commentary and critique: The review provides a summary sufficient for someone who has not watched the film to follow the critique, but is not simply a retelling of the film.

3

Connection to the course readings: The analysis of the film is connected to the theory, research, and readings presented in the course. The writer clearly demonstrates how the film informed and influenced his/her teaching of emergent bilinguals/language learners.

5

Professional Discourse and Grammar: The writer constructs the review with attention to grammar

2

https://film.avclub.com/coming-to-america-19-movies-about-u-s-immigration-1798257916

https://film.avclub.com/coming-to-america-19-movies-about-u-s-immigration-1798257916

ED 681 page 28

and mechanics. APA style is used. Reference page is included. Total Points 10

ED 681 Course Schedule

Week Topics Readings and Assignments

Week 1

Introductions Syllabus overview Who are ELLs? The need for ESOL training

for teachers

By Thursday at 11:59pm: ❏ Read: Introduction chapter of

Peregoy and Boyle ❏ Post an introduction of yourself

on our introductions forum ❏ Post your initial response in the

Week 1 discussion board. By Sunday at 11:59pm ❏ Reply/comment to at least two

peers in the Week 1 forum

Week 2

Key components of sheltered instruction

Reviewing your own language learning experiences

Critical issues in second language acquisition

By Thursday at 11:59pm ❏ Read , Chp. 1: Critical Issues in

Second Language Acquisition ❏ Bailey Article (Available on

Moodle) ❏ Post your initial response in the

Week 2 discussion board. By Sunday at 11:59pm

❏ Content and Application Assignments in MOODLE

❏ Reply/comment to at least two peers in the Week 2 forum

Week 3

Balanced approaches to teaching ELLs

Overview of the ELD for ELP Oregon standards and forms and functions of

By Thursday 11:59pm ❏ Read: Hadaway (2009) A

Narrow Bridge to Academic Reading {article}

❏ Read: Pascopella (2001)

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language Principles of effective

teaching and learning: Reading and ELLs

JAN 27-FACE TO FACE

MEETING, END OF WEEK 3 Beginning

of WEEK 4

Successful Strategies for English Language Learners {article}

❏ Read: Soltero Chapter 4: Principles of effective teaching and learning

❏ Post your initial response in the Week 3 discussion board.

❏ By FRIDAY: Have a rough draft of your language learning autobiography ready to share in class when we meet face to face.

By Sunday 11:59pm

❏ CONTENT AND APPLICATION ASSIGNMENTS


Week 4

Effective principles of teaching ELLs

Language learning autobiography assignment

Strategies for sheltering instruction for ELLs

THIS WEEK WE MEET FACE

TO FACE ON JAN. 27 TIME AND ROOM To Be

Announced

By Thursday at 11:59pm ▪ Read: Goldenberg, C. (2013)

Unlocking the research on English language learners {article}


By Sunday at 11:59pm ❏ Assignment: Language learning

autobiography (with a self-scored rubric)

❏ Reply/comment to at least two


Week 5

Language program models Sheltered lesson assignment

By Thursday at 11:59pm ❏ Post your initial draft of your

sheltered lesson plan to the Sheltered Lesson Plan discussion forum

❏ Read: Chapter 3: Programmatic

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and curricular design ❏ Post your initial response in the

Week 5 discussion board. By Sunday 11:59pm ❏ Content and Application

Assignments

Week 6

Oral language development Culturally responsive school

climates

By Thursday at 11:59pm ❏ Give feedback to your group

members regarding the sheltered lesson project

❏ Read: Chapter 2: School Structures


By Sunday at 11:59pm ❏ Content and Application ❏ Reply/comment to at least two


Week 7

English language development standards

School landscape: Climate observation

Academic language Standardized assessments

of ELLs

By Thursday at 11:59pm ❏ Read: Oregon ELD Standards

(revised standards) ❏ Post your initial response in the

Week 7 discussion board. By Sunday 11:59pm ❏ Assignment: School landscape

(parts 1): Climate observation ❏ Reply/comment to at least two


Week 8

Family involvement for ELLs

School leadership and advocacy for ELLs

Sheltered strategies lesson

By Thursday 11:59pm ❏ Read: Chapter 5 ❏ Read: A place for all families

(Ramirez) {article} ❏ Post your initial response in the

Week 8 discussion board.

ED 681 page 31

By Sunday 11:59pm ❏ Assignment: Final copy of your

sheltered strategies lesson ❏ Reply/comment to at least two


Week 9

Academic language strategies Family involvement and outreach

By Thursday 11:59pm ❏ 8 Strategies for teaching

academic language {article} ❏ Post your initial response

in the Week 9 discussion board. By Sunday 11:59pm

❏ Assignment: School landscape (part 2): Family involvement

❏ Content and Application (if applicable)


Week 10

Multicultural learning Staff interview

By Sunday 11:59pm ❏ Assignment: School landscape

(part 3): Reflection ❏ Post your final reflective

response in the Week 10 discussion board.

Week 11: Finals WEEK *Note the shortened week

Course evaluations and reflections Critical Book Review

****By TUESDAY at 11:59***** ❏ Assignment: Critical book

review

ED 681 page 32

Appendix A: Lesson Plan Template

Template to use--WOU modified lesson plan template Note: You can omit the title and/or the pieces that are in [brackets] or

highlighted. [Name] [Date] [Grade level]

[Title of Lesson]

GOALS Content Area Standard: [Copy and paste this from the provided lesson plan--this is the science standard] ESOL Goal (Function): [Copy and paste this from the provided lesson plan--this is your language goal]

OBJECTIVES Content: Students will . . . [You can modify this from what was provided, depending on how you want to focus the lesson. Make sure it still focuses on your goal.] ESOL Objectives: . [You can modify this from what was provided, depending on how you want to focus the lesson. Make sure it still focuses on your goal.]

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MATERIALS LANGUAGE FOCUS FOR THIS LESSON (e.g., vocabulary, sentence structure, etc.)

PROCEDURE [Use the lesson plans provided and decide how you will modify those to meet the needs of ELL students. Use a gradual release of responsibility and focus on achieving your goals and objectives]

Anticipatory Set (or Motivation or Hook or Building Background) [How will you get students interested in the topic?] Teaching (or Modeling--"I do")

Guided Practice (or Group Application--"We do") Independent Practice (or Independent Application--"You do") Closure Highlight the sheltered strategies you used to help students. Put a star (*) by where you connected the learning to students' prior knowledge. Want more information about Gradual Release of Responsibility (I do/we do/you do)? Check out these three video examples (2-5 minutes each):

● https://www.teachingchannel.org/videos/modeling-strategy-getty ● https://www.teachingchannel.org/videos/gradual-release-of-

responsibility ● https://www.teachingchannel.org/videos/improving-teacher-practice

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Appendix B: Lesson Plans to Choose for Assignment Lesson Plan 1 : Food as Batteries Modified from http://www.teach-nology.com/teachers/lesson_plans/science/68foodasbat.html Grade 8 Science goal: MS-ETS1-4. Students will be able to develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

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Language goal: An ELL can construct grade appropriate oral and written claims and support them with reasoning and evidence. Overview and Purpose: In this lesson students will use various fruits to try to create enough energy to light a light bulb. Science objective: The student will be able to

✓ conduct an experiment to see which foods will act as a battery to light a light bulb.

✓ infer why some foods act as a battery and some do not. Language objective: The student will be able to construct a claim about their experiment that introduces the topic, is logically ordered, provides evidence to support the claim, and contains a strong concluding statement. Resources:

✓ Teacher-created worksheet ✓ One set for each group of students: ✓ Lemon ✓ Lime ✓ Orange ✓ Cantaloupe ✓ Brass tack ✓ Steel paperclip ✓ Electrical wire ✓ Light bulb and base

Activities: Have the students work in groups to determine which foods will work as batteries and create electricity. They should attach the tack and paperclip to opposite sides of the fruit and then attach the electrical wire to each one. When the wire is connected to the light bulb base, the bulb will light up if the juice in the fruit works as a battery. (Students should start with the lemon so

ED 681 page 36

the light bulb lights up and they can see what should happen.) Students should complete the worksheet as they conduct the experiment. After the experiment is complete, come back together and discuss the results. Ask students to brainstorm other foods that might work based on the result of their experiment. Sample of a teacher-created worksheet:

Which fruits do you think will act as a battery and light the light bulb and why? Lemon: 1. Did the light bulb work? 2. Why do you think it did or did not?

Lesson Plan 2 : How Fast Does It Fall? Modified from http://www.teach-nology.com/teachers/lesson_plans/science/35howfast.html Grade 5 Next Generation Science Standard: 5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down. Language goal: An ELL can construct grade appropriate oral and written claims and support them with reasoning and evidence. Overview and Purpose: Many people think that heavier objects will fall faster than lighter ones. This experiment gives students a chance to test that theory. They can drop objects from various heights and record their results on a teacher-created worksheet. Science Objective: The student will be able to determine how fast objects of different weights fall when they are dropped from the same height. Language Objective:

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Students will be able to construct a written argument for which object will fall fastest. The argument will contain a strong opening, logical reasoning and evidence, and a conclusion. Resources:

✓ Teacher created worksheet ✓ One of each of the following items for every two students: ✓ Feathers ✓ Heavy book ✓ Tennis ball ✓ Basketball ✓ Piece of paper ✓ Stopwatch

Activities: Ask students to use the worksheet to rank the objects in the order from slowest to fastest that they think they will fall to the ground when dropped and to explain their reasoning. Have the students work in pairs to test their theory. Point out that for the test to be effective each object must be dropped from the same height. They can confirm their results by dropping two objects at the same time. Have them reevaluate their rankings and reasoning based on the experiment. Closure: More advanced students can explore the role wind plays in how quickly objects fall or can test the theory in water to see if they get the same results. Lesson plan 3 : Insect Hunt Modified from http://www.teach-nology.com/teachers/lesson_plans/science/k2insect.html First grade

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Next Generation Science Standard: 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs Language Goal: An ELL student can speak and write about grade-appropriate complex literary and informational texts and topics. Overview and Purpose: The students look for insects outside and then record their observations. The students try to find all the places insects hide and then watch them to see what they are doing. Science Objective: The student will be able to describe what an insect they find looks like and what it is doing. Language Objective: The student will be able to orally describe the parts of the insect they found and how it moves. Resources: Teacher created worksheet Chart paper Markers Activities: Ask students to name as many different kinds of insects as they can think of and list them on the chart paper. Talk about ways they are similar and ways they are different and where some of the insects might live. Take the students to the playground and pass out the worksheets. Explain that they are going to hunt for insects and ask them to name some places they might be able to find them. Let them take some time looking for the insects and completing the worksheet. (If insects are scarce, encourage them to tell everyone when they find one.)

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Come back to class and compare what was found outside with the insects listed on the chart paper. Circle any that were found and add any that are missing. Have the students write in their journal about the lesson the next morning. Suggested content for the teacher-created worksheet: 1. Draw a picture of the insect. 2. What is the insect doing? 3. Where on the playground did you find it?

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