GSL 547, ESOL in the Content Areas – Fall 2008
Instructor: Rita MacDonaldClass Time for Campus Sessions: 6:10-8:40 pm
Office hours by appointment (JM 152)Classroom:Saint Edmunds Hall 106
This course is designedto help you develop skill in two critical elements of teaching culturally and linguistically diverse classes: 1) differentiating content instruction to accommodate linguistic proficiency and cultural diversity, and 2) integrating instruction in Academic English into content lessons
Course Objectives(Applied LinguisticsDepartment) / Our Interwoven Content Strands
(necessary foundation) / Teaching in Culturally Diverse Classrooms
- Identify the role of academic English in learning and cognitive development
- Understand the nature of academic English in specific content areas
- Integrate content with academic language development instruction, differentiated for linguistic proficiency, cultural diversity, disability, and giftedness
- Fulfill methodology-related standards required for VT ESL endorsement
- Differentiate between language learning, learning disability, and giftedness
Ss’ Learning Differences
This course is heavy on application, as fits a methodology course. Most of your reading will have been completed by Week 11, and the remaining weeks will be focused on application through the writing of your Final Projects. In addition to your Final Project, you will have nine assignments to turn in for a grade. (See rubric at the end of this syllabus) These assignments occur on a regular basis, and half are based on assigned observations in your practicum setting. Each of these nine assignments builds toward your Final Project, an Integrated Content-Language unit plan.
This is a hybrid (half online) course. Each week is clearly marked as on-campus or eCollege. You will be required to be ‘present’ and active during the online weeks, and must plan your schedules accordingly. During online weeks, you will be ‘conversing’ with one another via eCollege ‘threaded discussions.’ A discussion prompt will be posted on TH evening of every online week; your initial responses must be posted by midnight on Sunday, and your second responses (to one another’s remarks) must be posted by 8 p.m. on Wednesday evening (the night before class.) You will receive five weekly grades (0-2, based on the rubric at the end of this syllabus) that reflect the quality of your contributions to our online academic discourse.
Course Materials
The first three texts are required.
- Making Content Comprehensible for English Learners: The SIOP Model, Third Edition by Echevarria, Vogt and Short, 2008. Pearson, Allyn and Bacon. If your district had a SIOP course, this was the book used, so you might be able to borrow it from someone. I suggest you get a copy for yourself, though, because it’s very useful. If you can’t find it through Amazon, you can get it through the Center for Applied Linguistics website. (Referred to as SIOP in reading assignments)
- Building Academic Language: Essential Practices for Content Classrooms by Jeff Zwiers, 2008. John Wiley and Sons. (Referred to as Z in reading assignments)
- Managing Diverse Classrooms: How to Build on Students’ Cultural Strengths by Carrie Rothstein-Fisch and Elise Trumbull, 2008. ASCD. (Referred to as DC in reading assignments)
- Suggested, but not required, available for free download on the website—the WIDA Consortium Standards and Resource Guide, 2007 edition. You can order a hard copy, if you prefer, from the WIDA website, for about $15.
- Online readings and handouts as provided, including articles from Durrick Library databases—NOTE: Access to articles from the Durrick database will require an active SMC e-mail account.
About Your Practicum
VT requires three 20-hour practica for ESL license endorsement. One must be with elementary students, one with secondary, and the third can be with either group. Set up your practicum according to your needs in this area. The practicum for this course is highly structured, and involves observation of content lessons, rather than ESL lessons,
- For those of you seeking an ESL License Endorsement, you must, as always, have a licensed ESL teacher ‘sign off’ that you did work with ELLs for at least 20 hours under his/her oversight. The degree and type of oversight is left to the two of you to negotiate. Those of you not seeking the endorsement to your VT teaching license need not provide this documentation, but you will need specific information about your students that may only be available through the ESL teacher.
- This class focuses on teaching Academic English within the content setting. To maximize your learning in this course, you should arrange a practicum that will allow you to work directly with students in one or more content areas, including some observation time in the content classroom. This will give you the opportunity to both observe and practice strategies of integrated content-language instruction.Half of your class assignments will be based on your observation of your students’ efforts in content areas.
- Although you will be asked for specific information about your students, you will NEVER be asked to name them, and should always use false names when speaking or writing about them.
- Early in your practicum (Week 5), you will need specific information from the ESL teacher about at least three of your students. You will need a copy of their most recent WIDA ACCESS Teacher Report, with the name blacked out to maintain the student’s confidentiality. If you are unable to obtain a copy, you should read the report and record: overall proficiency score, the separate scores in each of the 4 language domains, the proficiency scores in each of the 4 content areas.
- Documentation: At the end of the 20 hours, the ESL teacher will need to write a letter on school or district letterhead documenting that you have completed at least 20 hours of work with ELLs. That letter must state clearly whether your students were at the elementary or secondary level. It must name the school/s in which you completed the practicum hours. I will submit this letter to your advisor, who will document your completion of this licensure requirement.
Assignments (Demonstrations of Learning)
ALL ASSIGNMENTS must be submitted via the eCollege Dropbox.You may need to scan some pages in order to submit them electronically. (e.g., Week 4, when you submit the original lesson materials you’ll be adapting as your Final Project) If you do not have access to a scanner, scanners are readily available in the SMC computer labs.
About your Final Project: One-third of your grade will be based on a Unit Plan you will submit electronically on Week 14, December 3. (Rubric at end of syllabus.) This unit plan will encompass all the areas covered in class readings and discussion: that is, it will be designed with all SIOP components in mind, will reflect an analysis of the language in that particular content area and willhave language instruction embedded into the content lesson. You will begin this project early on, selecting in Week 4 the content lessons you’ll adapt and submitting those as they are, without modification.Each successive week, you will be able to work at the modifying your Unit Plan, making the changes we will be learning about in class. On Week 12 (November 19), you will have a chance to review your Unit Plans with your peers, to seek feedback and advice before you turn your project in for a grade on Week 14.It is important that you begin this work during Week 4 and continue to add to it weekly. If you do not, you will find yourself swamped at the end of class, and your grade will undoubtedly reflect that insufficient preparation.
The chart below shows you the breakdown of assignments as related to your overall grade.
Demonstration of Learning(Total Points = 150) / Content Strands
Culturally Diverse Classroom (CD) / Academic English
(AE) / Effective Content Instruction
(ECI) / Learning Differences
(LD)
Practicum Assignments (10 points each)
- set up
- analyze AE and adjustment to cultural diversity
- ELL Profiles
- Comprehensible Input
- Interaction and Discourse
Online LP segments (10 points each)
- Background, culture
- AE, COs, LOs, vocab
- text adaptation
- formative and summative assessments
Online Threaded Discussion, 5 weeks
(0-2 points by rubric = 10 points) / / / /
Final Project(50 points)—Integrated Content-Language instructional unit; a compilation and revision of the components developed in all prior assignments / / / /
Schedule
The following is our itinerary for our 4 months of studying and learning together.
Date and Site / Module/Topics / Reading for This WeekNOTE: read before class / Assignments (Online and Practicum); Notes
9/3
1
SMC / Course Overview
- Who are We and Why Are We Here?
- Who are Our Students?
- What Skills Do We Need?
- Z Intro
- SIOP 1
- DC 1
Confirm practicum arrangements. Note: First observation is due Wk 3 (observation and analysis of content lesson)
9/10
2
SMC / What do students need?
- SIOP
- Academic English
- culturally flexible teaching
8 (Delivery)
Z 1, 2
Assigned articles
DC 2,3,4
Skim SIOP lesson plans (handout) / Practicum Assignment #1
Report arrangements
- place
- # Ss
- grade levels
- content class you’ll observe
- ESL teacher
9/17
3
eC / What do students need?—continued
- SIOP on Building Background
- Culture of US Classrooms: Adjusting to maximize S strengths
DC 5,6, 7
Assigned articles
Skim SIOP lesson plans (handout) / Practicum Assignment # 2Observation of content lesson…Write a reflection on the following questions:
- Was there an intentional focus on development of AE, beyond vocab?
- Was the lesson more individualistic or collectivein its strategies? Give examples.
- Was the lesson you observed well connected to a S from a non-Eur/US background? Give examples. If not, how to improve?
- Modify LP provided online to build background, and include strategies that adjust for cultural diversity.
9/24
4
SMC / Building Effective Lessons
- What Does a Good Lesson Look Like?
- Writing Effective language Objectives
- What Tools Do We Have Besides SIOP?
Review SIOP 2 (Prep)
SIOP checklist (Appendix)
WIDA Standards & Resource Guide / Practicum Assignment # 3 WIDA Tools, ELL Profiles
A. Turn in the following info for 3 Ss:
- ELP levels (all 4 domains, and all content areas)
- Can Do chart for your S group
- Comments about Ss’ cult, educational background
C. Prep for Final Project
Choose the unit you’ll adapt for this class as your Final Project. Copy all materials as they are and hand in to instructor. You will turn in the modified materials to accompany your final project…. NOTE: From now on, you can be building your Final Project as we go through SIOP modules.
10/1
5
eC / Building Effective Lessons
SIOP: Building Background
- Vocab—identifying AE in content
- Vocab instruction
Z 4
Assigned articles
- Schleppegrell
- CREATE Brief
- Analyze the AE in the content lesson given.
- Write LOs and COs
- Design vocabulary instruction.
- Explain, citing readings for this week
10/8
6
SMC / Building Effective Lessons—cont’d
SIOP: Comprehensible Input
SIOP video clips / SIOP 4 (Comprehensible Input) & 5 (Strategies)
Z 7 / Practicum Assignment # 4
- Is the lesson you observed set to the Ss’ functional language levels? What modifications for ELP did you observe?
- How did the T assess comprehension for the ELLs?
- How would you modify the lesson?
10/15
7
eC / Building Effective Lessons—cont’d
SIOP: Comprehensible Input, cont’d
Online Discussion Question: TBA / Online assignment:text modification
Choose one reading (2-3 pages) from your unit, and show how you will use it with Ss unable yet to read at that level.
- Will you modify the text?
- Will you provide paralinguistic supports and of what variety? If so, give examples.
- What will you do differently for Ss outside of the typical learning curve?
10/22
8
SMC / Building Effective Lessons—cont’d
SIOP: Interaction and Practice & Application
- What modifications might you make for Ss who are outside of the usual learning curve?
Z 5,6
10/29
9
eC / Building Effective Lessons—cont’d
SIOP: Interaction and Practice & Application, cont’d
Online Discussion Question: TBA / Z website for activities / Practicum Assignment # 5 Observation
- What % of the class was T-S talk versus S-S interaction?
- How many different groupings were used in the course of the lesson?
- What effective interaction (elaborated discourse) strategies did you observe?
- How might you augment those?
11/5
10
SMC / Building Effective Lessons—cont’d
SIOP: Review & Assessment—Formative assessment
- WIDA MPIs
- WIDA rubrics for S, W
Analysis and Accommodationof Learning Differences (Giftedness, LDs)
- How would you assess these?
Z 8
DC 7
WIDA MPIs
Assigned articles
11/12
11
eC / Building Effective Lessons—cont’d
SIOP: Review & Assessment, cont’d
- Designing formative and summative amts
- differentiation matrix for ELLs with G and LD
11/19
12
SMC / In-class Peer Reviews of Final Projects, in pairs or trios. Instructor will not review/grade reviews, but will answer any ‘smart Qs.’
Group discussion as needed.
11/26
13 / Holiday / Thanksgiving—no class
12/3
14
eC / Independent Work, online consultation of our PLC as needed.
- Finish Unit Plan, incorporating Peer Review as appropriate
- Send all electronically, including materials
- Rate own work on SIOP checklist; include with project submission.
12/10
15
SMC / Presentations—Highlights only (COs, LOs, how you accomplished each element of SIOP) / Practicum Supervisor’s letter due
12/17
16
SMC / Action Plan for continued learning
Course evals
Projects returned; Grades given
About Grades
Grades will be assigned in accordance with the SMC graduate grade scale, as outlined in the Academic Policy Handbook, and reproduced here. Similarly, in accordance with academic policy, grades of Incomplete will not be issued unless all the requirements cited have been met. Note that average graduate level work is graded as B or B-.
Graduate Grading System In the graduate programs, grades are reported and recorded by the letters that have numerical equivalents and the following grade point values:
GradeEquivalent / Numerical
Equivalent / Qualitative Equivalent / Qualitative
Points
A / 96-100 / Above average grad.-level work / 4.0
A- / 90-95 / Above average grad.-level work / 3.7
B+ / 85-89 / Above average grad.-level work / 3.3
B / 80-84 / Average grad.-level work / 3.0
B- / 75-79 / Average grad.-level work / 2.7
C / 70-74 / Below average grad.-level work / 2.0
F / 0-69 / Failure / 0.0
WD / Withdrawal / 0.0
WP / Withdrawn Passing / 0.0
WF / Withdrawn Failing / 0.0
Incomplete Grades A grade of “I” (Incomplete) is assigned only in the case of a student who, for illness or circumstances beyond his/her control, has missed a final examination or major assignment. A student must gain approval from the program director and course instructor who will submit a signed form to the Registrar. If an “I” grade is not made up within six weeks of the beginning of the semester following the assignment of the notation (not counting summer session), a “WF” grade is assigned.
Grading Rubrics
Rubric for Online Threaded Discussion Grades0 / No participation by stated deadline, or only one response that met deadline.
1 / Entries are made by stated deadline
Contribution that was one or more of the following:
- Social in nature, and does not reflect academic analysis (‘Good idea’, ‘I find that occurs for me, too’, ‘I like the way you put that.’)
- Shows minimal or misunderstanding of the content under discussion.
- Does not integrate relevant material from class readings or discussions.
2 / Entries are made by stated deadline
Contributions characterized by one or more of the following:
- Analysis of new content, or questions that reflect analysis
- Synthesis of new content with prior knowledge
- Skillful integration of material from class readings or discussions.
Rubric for Assignment Grades (Practicum and Online)
0 / Not turned in, or late
1-2 / Incomplete; does not address all assigned questions or tasks, or does not do so correctly
3-4 / Complete, addresses all aspects of assignment.
Provides correct information, but with little depth or detail.
5-6 / Complete, addresses all aspects of assignment thoroughly.
Demonstrates comprehension of class material by providing sufficient depth and detail.
Applies new learning skillfully to the question at hand.
7-8 / All of the above in 5-6, plus…
Graduate-level academic discourse.
9-10 / All of the above in 7-8, plus…
Shows synthesis of course material with other relevant theory or practice.
Rubric for Final Project……. 0-5 points may be earned in each category
All materials provided: lesson materials, lesson plans, SIOP self-rating
COs that are:
- Clear, student-friendly, shared with Ss
- Linked appropriately to GEs and EQs
- Measurable, observable
LOs that are:
- Clear, student-friendly, shared with Ss
- Derived from careful linguistic analysis of lesson
- Derived from analysis of linguistic function inherent in lesson
- Measurable, observable
- Include specific vocabulary and structures to be learned
Assessment:
- Linked closely to objectives
- Includes both formative and summative
- Formative assessment methods are varied and appropriate to Ss from pluralistic cultures
- Differentiated and scaffolded to allow full participation across ELP levels 3-5
Building Background
- Link to Ss’ cultural and personal fund of knowledge
- Provides missing foundational knowledge
Presentation of content:
- scaffolded for comprehension across ELP levels 3-5
- supported by sufficient hands-on, interactive practice to allow for integration
- appropriately adapted to Ss from inclusive cultures
- include modifications for ELLs with learning differences and for ‘gifted’ Ss
Language learning and practice:
- sufficient vocabulary teaching and practice
- practice with identified language structures
- multiple grouping strategies
- require elaborated discourse, with appropriate scaffolds
Higher-order thinking skills engaged, scaffolded across ELP levels 3-5, and meta-cognitive questioning and skill-building included
Lesson structure and delivery: all COs and LOs well-supported by lesson
Appealing to Ss:
- Appropriate to age group
- Interesting
- High degree of student engagement
GSL 547 and ESL Licensure