DEPARTMENT OF TEACHER EDUCATION AND ADMINISTRATION

SYLLABUS

COURSE NUMBER/SECTION: EDBE 4490/Section ____

COURSE TITLE: Teaching English as a Second Language EC-12: Instructional Strategies and Resources

INSTRUCTOR:OFFICE LOCATION:OFFICE PHONE: EMAIL/SKYPE ADDRESS: OFFICE HOURS:

REQUIRED TEXTBOOK

Echeverria, J., Vogt, M., & Short, D. 4th Ed. (2013). Making Content Comprehensible for English Learners: The SIOP Model. White Plains, NY: Pearson Education.

REQUIRED RESOURCES CD that accompanies the required text (not required if missing in a used book). Texas Essential Knowledge and Skills , English Language Proficiency Standards and

TELPAS-Proficiency Level Descriptors . STAAR Resources: http://www.tea.state.tx.us/student.assessment/staar/

(See the section titled: Grades 3–8 Assessments).  Texas English Language Learners Web Portal http://elltx.org/ - Provides resources,

tools, and training materials to educators to effectively serve ELLs. Selected reading resources and YouTube videos (see links under appropriate weeks); The TExES Preparation Manual for the ESL Supplemental exam, www.texes.erts.org. TK20: This course requires the thematic unit assignment to be uploaded onto UNT’s

TK20 Assessment System. A one-time purchase of TK20 should be done at least one week before the assignment is due. Subscription is effective for seven years. For directions on purchase go to: http://www.coe.unt.edu/tk20 .

RECOMMENDED BOOK Echeverria, J. Vogt, M., & Short, D. (2008). 99 Ideas and Activities for Teaching

English Learners with the SIOP Model. Boston, MA: Allyn and Bacon.

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CATALOGUE COURSE DESCRIPTION:(3 hours): Study of methods and techniques of teaching English as a second language in elementary and secondary schools; language development techniques and materials for students of different levels of English proficiency. Focus on helping students to develop strategies (consistent with state standards for language and content learning) which can improve the English language proficiency and grade-level subject matter knowledge of English language learners; required for students seeking EC-6 Generalist Certification with specialization in Bilingual or ESL education or 4-8 certification with mathematics/ESL, science/ESL, social studies/ESL, reading/ELA/ESL or special education; requires 10 hours of field experiences. Pre-requisites are: EDBE 3470, LIN 4030 and admission to the Teacher Education Program or consent of department; may be taken concurrently with EDBE 4470.

GOALS/RATIONALE OF THE COURSEThe content of this course is aimed at:

Empowering pre-service teachers with understanding the linguistic and academic needs of English Language Learners and to be able to address those needs.

Making strong connections between first and second language acquisition theory and instructional practices.

Engaging in deep understanding of the use of academic (TEKS) and English Language Proficiency Standards (ELPS) for instruction and assessment

Emphasizing on cognitive, language, methods, and instructional strategies and techniques to effectively teach English Language Learners academic content while they also develop English as a second language.

COMPETENCY BASED COURSE OBJECTIVES:The objectives of this course are aligned with the Texas Education Agency Teacher Educator Preparation Standards and with the National Teachers of English for Speakers of OtherLanguages (TESOL) Standards. The state standards are comprised of competencies and each competency has sub-competencies which are the focus of the TExES EC-6 or 4-8 ESL Supplemental exam items. The TExES exams’ preparation manuals are available at www.texes.ets.org.Texas ESL Standards.

Domains Competencies Sub-competenciesESL Domain I Language Concepts and Language Acquisition

Competency 002: The ESL teacher understands the processes of first (L1) and second (L2) language acquisition and the interrelatedness of L1 and L2 development.

C. Knows cognitive processes (e.g., memorization, categorization, generalization, metacognition) involved in synthesizing and internalizing language rules for second-language acquisition.

D. Analyzes the interrelatedness of first and second language acquisition and ways in which L1 may affect development of L2.

E. Knows common difficulties (e.g. idiomatic expressions; L1 interference in syntax, phonology and morphology) experienced by ESL students in learning English and effective strategies for helping students overcome those difficulties.

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ESL Domain II ESL Instruction and Assessment

Competency 003: The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective developmentally appropriate instruction.

A. Knows applicable TEKS and ELPS and knows how to design and implement appropriate instruction to address the domains of listening, speaking, reading and writing.

B. Knows effective instructional methods and techniques for the ESL classroom, and selects and uses instructional methods, resources, and materials appropriate for addressing specified instructional goals and promoting learning in students with diverse characteristics and needs.

C. Applies knowledge of effective practices, resources and materials for providing content-based ESL instruction, engaging students in critical thinking and fostering students’ communicative competence.

D. Knows how to integrate technological tools and resources into the instructional process to facilitate and enhance student learning.

E. Applies effective classroom management and teaching strategies for a variety of ESL environments and situations.

Competency 4: The ESL teacher understands how to promote students’ communicative language development in English.

A. Knows applicable TEKS and ELPS and knows how to design and implement appropriate instruction to address the proficiency level descriptors for beginning, intermediate, advanced and advanced-high levels in the listening and speaking domains.

B. Understands the role of the linguistic environment and conversational support in second-language development, and uses this knowledge to provide a rich, comprehensible language environment with supported opportunities for communication in English.

C. Applies knowledge of practices, resources and materials that are effective in promoting students’ communicative competence in English.

D. Understands the interrelatedness of listening, speaking, reading and writing and uses this knowledge to select and use effective strategies for developing students’ oral language proficiency in English in accordance with the ELPS.

E. Applies knowledge of effective strategies for helping ESL students transfer language skills from L1 to L2.

F. Applies knowledge of individual differences to select focused, targeted and systematic second language acquisition instruction to English language learners in grade 3 or higher who are at the beginning or intermediate level of English language proficiency in listening and/or speaking in accordance with the ELPS.

G. Knows how to provide appropriate feedback in response to students’ developing English language skills.

Competency 5: The ESL teacher understands how to promote literacy development in English.

A. Knows factors that affect ESL students’ reading comprehension (e.g. vocabulary, text structures, cultural references) and applies effective strategies for facilitating ESL students’ reading comprehension in English.

B. Knows personal factors that affect ESL students’ English 3

literacy development (e.g. interrupted schooling, literacy status in the primary language, prior literacy experiences) and applies effective strategies for addressing those factors.

Competency 6: The ESL teacher understands how to promote students’ content-area learning, academic language development and achievement across the curriculum.

A. Applies knowledge of effective practices, resources and materials for providing content-based ESL instruction that is linguistically accommodated (communicated, sequenced and scaffolded) to the students’ levels of English-language proficiency; engaging students in critical thinking; and developing students’ cognitive academic language proficiency across content areas.

B. Knows instructional delivery practices that are effective in facilitating ESL students’ application of various learning strategies to introduce and/or reinforce concepts across content areas.

TESOL Standards

Standard 3.a. Planning for Standards-Based ESL and Content Instruction.

Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs. Candidates plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.

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

Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs’ access to the core curriculum by teaching language through academic content.

EVALUATION CRITERIA:The following is the course’s grading scale:

90-100 A80-89 B70-79 C60-69 DBelow 60 F

ATTENDANCE AND PARTICIPATION CRITERIA:Attendance and participation in each class are expected and will affect your final course grade. If you know in advance you will be absent, please use common courtesy and send an e-mail prior to class. My expectations are that you will be in class for every session, similar to your students expecting you to be present every day in the classroom. In case of a death in the family, obituary evidence is required. In case of illness a doctor’s note will be required. Other extraneous circumstances such as accidents, inclement weather, emergencies, or epidemics will be dealt with on a case by case basis.

The following calculations will be used to determine the unexcused attendance grade:

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0-1 absence = 10 points2 absences = 8 points3 absences = 6 points4 absences = 4 points5 absences = 2 points6 absences = 0 points 7 absences must drop the class

Late Work: Late work will be reduced by one grade, i.e. ‘A’ work will be given a grade of ‘B’, etc. Late work will not be accepted after one week. In case of illness a written excuse will be required to avoid reduction in grade. In case of a death in the family, obituary evidence is required. Other extraneous circumstances such as accidents, inclement weather, or epidemics will be dealt with on a case by case basis.

Use of Lap Tops and Cell PhonesSet your cell phone to vibrate or turn it off. No texting in class. In case of an emergency that requires the use of your cell phone please step-out of the classroom. Use of laptops in class will be strictly related to the course contents.

Extra Credit: Five (5) extra credit points will be assigned to students’ overall grade if they attend a conference related to ESL or bilingual education. Proof of attendance will be required and a one-page single spaced reflection is due no later than one week post event.

Texas Association for Bilingual Education (TABE), McAllen Convention Center, McAllen, TX, October 15-18, 2014 for registration and more information go to www.tabe.org.

Texas Teachers of English for Speakers of Other Languages (TexTESOL V), Embassy Suites, San Marcos, TX, November 13-15, 2014, www.textesolv.org.

Texas Association for the Improvement of Reading Conference (TAIR) September 20th from 8:00 AM to 12:30 PM at Guyer High School in Denton. Free registration form will be placed in the course content page.

REQUIRED ASSIGNMENTS

Objectives/Sub-competenciesThe student:

Assignments %

ATTENDANCE 10%EARLY FIELD EXPERIENCESThis course requires 10 hours of experience in a public school’s ESL or bilingual education classroom. Students are required to apply electronically at, http://www.coe.unt.edu/clinical-practice-office/application-forms

10%

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Application window is only two weeks after classes begin. Please be vigilant and check your UNT email frequently. You will receive notification on completing the Criminal Background Check, etc. LATE APPLICATIONS OR LATE CRIMINAL BACKGROUND FORMS WILL NOT BE ACCEPTED. The Clinical Practice Office will communicate placement data to students when received from each district.

Knows cognitive processes involved in synthesizing and internalizing language rules for second-language acquisition (ESL Domain I, C. 002, C).

Students will review Stephen Krashen’s website and watch the video about the Theory of Second Language Acquisition http://www.sk.com.br/sk-krash.html .

Students will research the concepts: memorization, categorization, generalization, and metacognition involved in synthesizing and internalizing language rules for second-language acquisition and will demonstrate their knowledge through discussions.

Analyzes the interrelatedness of first and second language acquisition and ways in which L1 may affect development of L2. (ESL Domain I, C. 002, D).

Students will write an analysis about the Transferability of Reading Strategies between L1 and L2 by researching at least 5 sources of information and using two different languages.

5%

Knows common difficulties experienced by ESL students in learning English and effective strategies for helping students overcome those difficulties (ESL Domain I, C. 002, E),

Students will review the information Ch. 1 of the SIOP Model text.

Watch the video, http://www.colorincolorado.org/educators/reachingout/backgrounds/

Students will become aware from the web links below about idiomatic expressions and concepts such as L1 interference in syntax, phonology and morphology to demonstrate their knowledge by taking a quiz. Idioms: http://www.learn-english-today.com/idioms/idioms_proverbs.htmlInterference: http://openjournals.library.usyd.edu.au/index.php/IEJ/article/viewFile/6747/7392#page=26

5%

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Phonology and morphology: http://www.mml.cam.ac.uk/dtal/courses/ugrad/p8_PhonMorph.html

Knows applicable TEKS and ELPS and knows how to design and implement appropriate instruction to address the domains of listening, speaking, reading and writing (ESL Domain II, C. 003, A).

Students will review the information in Ch. 2 of the SIOP Model Text

Watch the video about preparing an Engaging Lesson for English Language Learners (ELLs), http://www.colorincolorado.org/article/35950/

Students a fourth grade story or chapter book, the 4th

grade TEKS and ELPS for science, social studies, ELA, and mathematics to develop language and content objectives (one for each subject and one for each proficiency level for a total of 8) using the Blooms’ Taxonomy. Determine how the objectives will be assessed.Source for TEKS and ELPS: http://www.tea.state.tx.us/index2.aspx?id=6148;

5%

Knows effective instructional methods and techniques for the ESL classroom, and selects and uses instructional methods, resources, and materials appropriate for addressing specified instructional goals and promoting learning in students with diverse characteristics and needs (ESL Domain II, C. 003, B).

Students will review the information in Ch. 3 and Ch. 4 of the SIOP Model text. In addition, students will review how these ESL instructional approaches work: Communicative Competence, TPR, Community Language Learning, Immersion, Task-based Language Learning, the Natural Approach, etc. Source: http://moramodules.com/ALMMethods.htm.

Students will watch the video related to connecting to Students’ Background Knowledge to Content in the ELL Classroom: Read the page http://www.colorincolorado.org/article/20827/

Applies knowledge of effective practices, resources and materials for providing content-based ESL instruction, engaging students in

Students will review the information in Ch. 5 and Ch. 6 of the SIOP Model text

Students will use the website www.colorincolorado.org to find and read an article on how to increase “interactions.”

5%

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critical thinking and fostering students’ communicative competence. (ESL Domain II, C. 003, C)

Students will use the website to view the video on ‘Cooperative Learning to Increase Classroom Interaction’: http://www.youtube.com/watch?v=15djwsGc4Wg

In pairs students will define and model two examples of the approaches studied before.

In pairs students will generate 8 higher order thinking questions aligned to the 8 language and content objectives written before using the Blooms’ Taxonomy.

Knows how to integrate technological tools and resources into the instructional process to facilitate and enhance student learning (ESL Domain II, C. 003, D)

Students will review the information in Ch. 7 of the SIOP Model text to become familiar with different instructional resources available to teach ELL students of different language proficiencies.

Access the article by Dr. Guccione about oral language development and ELLs: http://www.colorincolorado.org/article/50910/

View video: What are Thinking Maps? How are they different than graphic organizers? http://www.youtube.com/watch?v=XdLem8xU9xo

In pairs students will write 4 content activities integrating the use of technological tools (2) and resources (2) to enhance student learning. This should be aligned with the contents of the book selected. Ex. Apps, web links, electronic games, picture dictionaries, realia, multimedia, graphs, charts, etc.

Applies effective classroom management and teaching strategies for a variety of ESL environments and situations (ESL Domain II, C. 003, E).

Students will create a scenario to solve a classroom management issue including the use of an instructional strategy based on three sample case scenarios about classroom management provided by the instructor.

5%

Knows applicable TEKS and ELPS and knows how to design and implement appropriate

Students review will Ch. 8 from the SIOP Model text.

Students will access: http://www.youtube.com/watch?v=nTFEUsudhfs and listen to Salman Khan about

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instruction to address the proficiency level descriptors for beginning, intermediate, advanced and advanced-high levels in the listening and speaking domains (ESL Domain II, C. 004, A).---------------------------------Understands the role of the linguistic environment and conversational support in second-language development, and uses this knowledge to provide a rich, comprehensible language environment with supported opportunities for communication in English (ESL Domain II, C. 004, B).

Flipped Classrooms to understand how educators can leverage technology. Then watch these short teacher created YouTube videos: http://www.youtube.com/watch?v=JhSP0kgHRJ4 http://www.youtube.com/watch?v=Icn8kMoH28Y

Watch the intro video about Thinking Maps and navigate through the website to learn more http://thinkingmaps.com/

Students will create listening (2) and speaking (2) activities for beginner, intermediate, advanced, and advanced high levels using the ELPS-TELPAS Language Proficiency Level Descriptors and their selected book. Determine how the activities will be assessed.

Students will demonstrate their knowledge about the importance of providing conversational support to students and will provide examples about how to create a classroom environment that uses comprehensible language.

Applies knowledge of practices, resources and materials that are effective in promoting students’ communicative competence in English (ESL Domain II, C. 004, C).

Students in pairs will create 4 additional speaking activities (4th grade) to promote oral language development which match each proficiency level descriptor. Ex. songs, rhymes, choral reading, jokes, recitation, discussions, etc.

5%

Understands the interrelatedness of listening, speaking, reading and writing and uses this knowledge to select and use effective strategies for developing students’ oral language proficiency in English in accordance with the ELPS (ESL Domain II, C.

Students will take a quiz related to ESL Domain II, Competency 4, sub-competencies D, E, F, G. The instructor will draw quiz items from the Preparation Manual of the TEXES ESL Supplemental Exam, www.texes.ets.org.

10%

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004, D).---------------------------------Applies knowledge of effective strategies for helping ESL students transfer language skills from L1 to L2 (ESL Domain II, C. 004, E).---------------------------------Applies knowledge of individual differences to select focused, targeted and systematic second language acquisition instruction to English language learners in grade 3 or higher who are at the beginning or intermediate level of English language proficiency in listening and/or speaking in accordance with the ELPS. (ESL Domain II, C. 004, F).---------------------------------Knows how to provide appropriate feedback in response to students’ developing English language skills (ESL Domain II, C. 004, G).

Knows factors that affect ESL students’ reading comprehension and applies effective strategies for facilitating ESL students’ reading comprehension in English (ESL Domain II, C. 005, A).

Students will review Ch.9 and Ch.10 of the SIOP Model text. Additionally, students will review the information about factors that affect reading comprehension (e.g. vocabulary, text structures, cultural references). Some questions to answer:

How to teach phonemic and phonic in English to students who can’t yet hear and distinguish sounds?;

How to teach fluency to students whose control of the structures of the English language is still limited?;

How to teach them grade level vocabulary when their vocabulary knowledge starts so far behind than that of their English speaking peers?;

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How to teach reading comprehension in English when they don’t yet comprehend the English Language?.

Students will identify at least 10 effective strategies for facilitating ESL students’ reading comprehension in English.Other resources: http://www.osceola.k12.fl.us/depts/Multicultural_Education_Department/documents/WhatisdifferentaboutteachingReadingtoEnglishLanguageLearners.pdf

5%

Knows personal factors that affect ESL students’ English literacy development (e.g. interrupted schooling, literacy status in the primary language, prior literacy experiences) and applies effective strategies for addressing those factors.(ESL Domain II, C. 005, B).

Students will review Ch. 11 of the SIOP Model text and will identify information about personal factors that affect ESL students’ English literacy development (e.g. interrupted schooling, literacy status in the primary language, prior literacy experiences).

Students will design 4 reading comprehension activities using the identified book addressing personal factors that affect ESL students’ English literacy development.Ex. Gist, Think Pair Share, Think Alouds, etc). Resource: http://www.learnnc.org/lp/pages/724

Applies knowledge of effective practices, resources and materials for providing content-based ESL instruction that is linguistically accommodated (communicated, sequenced and scaffolded) to the students’ levels of English-language proficiency; engaging students in critical thinking; and developing students’ cognitive academic language proficiency across content areas (ESL Domain II, C. 006, A).

Students will design 3 activities that promote critical thinking, content-area learning, and develop academic vocabulary using the TEKS selected for the thematic unit. Each activity must be linguistically accommodated based on the language Proficiency levels (beginning, intermediate, advanced, and advanced high). Ex. pre-teaching key vocabulary; helping students apply familiar concepts from their cultural backgrounds and prior experiences to new learning; using metacognition, using hands-on and other experiential learning strategies; using realia, media and other visual supports such as graphic organizers.

Ex. Science, Phases of the moon, activity:Give students a chart with the phases of the moon, cut them out, write the names of the phases on the back, and explain why the phases of the moon happen. For beginning level students instead of explaining verbally they can show graphically or write

5%

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in their native language why the phases of the moon happen.

Knows instructional delivery practices that are effective in facilitating ESL students’ application of various learning strategies to introduce and/or reinforce concepts across content areas (ESL Domain II, C. 006, B).

TESOL Standard 3.a. Planning for Standards-Based ESL and Content Instruction

In pairs students will plan a thematic unit following the key assignment description and rubric in Tk20 and using concepts learned, assessments, objectives and activities developed, modifications based on proficiency levels and factors, books, resources and technology tools already identified. The goal is for students to provide evidence that they have met the state and TESOL standards competencies and that they possess the ability to use SIOP lesson features that support English language development while learning subject area content.

Students will upload the unit in TK20 to be assessed. The rubric in TK20 is worth 100 points. Results will be divided by 100 and multiplied by 20 to obtain the percentage for the assignment.

20%

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

Students will demonstrate a mini-lesson in class using one of the lessons from the thematic unit.

10%

Final Exam A review will be held in class. Day and time will be determined by the university.

10%

TOTAL 100%

Teaching a Mini-Lesson: Assessment RubricExemplary (A) Proficient (B) Competent (C) Comments

Written Lesson Plan (5 points)

A complete and thoroughly written lesson plan with clearly-stated and highly-appropriate objectives and a detailed outline of teaching and learning

A complete written lesson plan with appropriate objectives and an outline of teaching and learning activities that fulfill most of the lesson

A written lesson plan with adequate objectives and an outline of the teaching and learning activities that fulfill many of

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activities that fulfill all of the lesson requirements

requirements the lesson requirements

Teaching Demonstration(5 points)

A teaching demonstration that is well-prepared, engaging, and student-centered; a lesson that meets the time limit, teaches the objective clearly, accurately, and effectively, and fulfills all of the required elements.

A teaching demonstration that is well-prepared and student-centered; a lesson that meets the time limit, teaches the objective clearly and accurately, and fulfills most of the required elements.

A teaching demonstration that is prepared; a lesson that attempts to meet the time limit, teaches the objective accurately, and fulfills many of the required elements.

DETAILS OF REQUIRED ASSIGNMENTS

Week 1 1. Check attendance2. Welcome and Introductions 3. Review: Syllabus; TExES state educator standards expected of ESL beginning teachers;

Texas Education Agency (TEA) website for location of Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS) http://www.tea.state.tx.us/index2.aspx?id=6148; Field Experience Assignment; Thematic Unit Assignment with rubric in TK20; and, EDBE Program Handbook.

4. Purchase text and print a hard copy of the English Language Proficiency Standards (ELPS) and TELPAS-PLDs before coming to the next class.

Week 2Sub-competencies/Objectives: The purpose of the assignments below is for students to:Gain knowledge about the cognitive processes involved in synthesizing and internalizing language rules for second-language acquisition (ESL Domain I, C. 002, C).

Analyze the interrelatedness of first and second language acquisition and ways in which L1 may affect development of L2. (ESL Domain I, C. 002, D).

1. Check attendance2. Review Stephen Krashen’s website and watch the video about the Theory of Second

Language Acquisition

http://www.sk.com.br/sk-krash.html.

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3. Discuss the concepts: memorization, categorization, generalization, and metacognition involved in synthesizing and internalizing language rules for second-language acquisition and about the Transferability of Reading Strategies between L1 and L2

4. Research, write and submit an analysis about transferability using two different languages. Include at least 5 sources of information (Due on _____).

5. Assessment: In order to know if you met the sub-competencies/objectives you will demonstrate your knowledge on the written analysis.

Week 3Sub-competencies/Objectives: The purpose of the assignments below is for students to:Gain knowledge about the common difficulties experienced by ESL students in learning English and effective strategies for helping students overcome those difficulties (ESL Domain I, C. 002, E).

1. Check attendance2. Read Chapter 1 – Introducing Sheltered Instruction 3. Learning about Students’ Backgrounds: Read the page and watch the video.

http://www.colorincolorado.org/educators/reachingout/backgrounds/4. Students will become aware about idiomatic expressions and concepts such as L1

interference in syntax, phonology and morphology:Idioms: http://www.learn-english-today.com/idioms/idioms_proverbs.htmlInterference: http://openjournals.library.usyd.edu.au/index.php/IEJ/article/viewFile/6747/7392#page=26Phonology and morphology: http://www.mml.cam.ac.uk/dtal/courses/ugrad/p8_PhonMorph.html

5. Take the quiz (due on ____, 5%)6. Assessment: In order to know if you met the sub-competency/objective you will

demonstrate your knowledge based on your responses to items on a quiz.

Week 4Objective: The purpose of the assignments below is for students to:___________

1. Check attendance

Assessment:Week 5

Objective: The purpose of the assignments below is for students to:___________

1. Check attendance

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Assessment:

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13 Field Experience Logs and Reflection Due

1. Scan field experience logs and submit reflection paper (2-3 pages max) and upload through Blackboard assignment tab.

Week 14 Thanksgiving Holiday

Week 15 Due: Thematic Units Due - 20% (submit via TK20)

Review for Final Exam

Week 16 Final Exam DueFinal examCourse ReflectionFarewell

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CLASS EXPECTATIONS

Turning in Assignments: Unless otherwise stated, students are required to turn in assignments according to dates set in the syllabus and as indicated on Blackboard Learn. No paper submissions, please. Turn it in to Blackboard or TK2 for the thematic unit. The goal is to GO GREEN!

Expectations for Assignments Submitted in Blackboard Transmit only WORD or PDF documents For difficulties uploading or downloading files, please contact the UNT Help Desk at 940-

565-2324 or send an e-mail to learn@unt.edu. You may possibly need to download the appropriate version of Java or have your browser status checked.

All assignments should directly link to evidence in the text or other sources Content and evidence should be presented in a well-organized and coherent manner Evidence of reflective thought in each assignment Creativity and initiative Use of appropriate grammar and punctuation (see UNT’s writing laboratory to receive

assistance with writing skills)

Professionalism and Leadership: As a profession, teachers are expected to: meet high ethical standards; find constructive ways to deal with problems; and, offer appropriate support to colleagues through collaboration. Professionalism in group or partner work means being a member of the team, accepting responsibility without dominating, and helping colleagues without doing their work for them.

Other ways of showing professionalism and respect include: arriving to class on time; not chewing gum while presenting; not reading from cell phones or texting in class; and, not using iPods in class. You may bring a laptop or any other technological device for learning purposes.

Dealing with concerns: If you have any concerns with instruction or grades, please speak to me directly for resolution of problem. If you have issues related to classmates, talk to the classmate to resolve the issues. If needed, come to me for final resolution.

PURPOSE AND RATIONALE

This course is intended to prepare teacher candidates as effective professionals serving ELL students from early childhood to grade 12. The contents of this course will provide the methodology for teaching ESL in today’s schools. The overall instructional techniques will help students improve their understanding of how contextualized learning enhances meaning and comprehension. The overall instructional plan of the course is designed to help students develop knowledge, skills of critical thinking, reflection, and self-assessment. The course will also help students develop their own cultural competence so they may value the culture of their students in various demographic groups.

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DEVELOPMENTAL/CONCEPTUAL FRAMEWORK AND STANDARDS

COLLEGE OF EDUCATION’S VISION: We will be regionally and nationally recognized for excellence in preparing leaders in the human service and educational spheres of public, private, and corporate institutions. We will achieve this through promoting faculty and student research, designing learner–centered instruction, developing collaborative partnerships, and disseminating results of professional practices, active participation in professional and scholarly organizations, effective use of technology, and the value of intellectual and human diversity.

COLLEGE OF EDUCATION’S MISSION STATEMENT: To develop the human capacity – cognitively, socially, emotionally, and physically in our students and ultimately in the society they serve. College faculty contributes to achieving the mission by expanding knowledge through research, publication, and service.

Departmental Policy Statements

Disabilities Accommodation: “The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The University of North Texas provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class.”

Observation of Religious Holidays: If you plan to observe a religious holy day that coincides with a class day, please notify your instructor as soon as possible.

Academic Integrity: Students are encouraged to become familiar with UNT’s policy on academic integrity: http://www.unt.edu/policy/UNT_Policy/volume3/18_1_16.pdf. Academic dishonesty, in the form of plagiarism, cheating. or fabrication, will not be tolerated in this class. Any act of academic dishonesty will be reported, and a penalty determined, which may be probation, suspension, or expulsion from the university.

Acceptable Student Behavior: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at www.deanofstudents.unt.edu.

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Attendance: See the instructor’s attendance policy.

Eagle Connect: All official correspondence between UNT and students is conducted via Eagle Connect and it is the student's responsibility to read their Eagle Connect Email regularly.

SETE: The Student Evaluation of Teaching Effectiveness (SETE) is expected for all organized classes at UNT. This brief online survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I would appreciate your participation in the SETE.

Collection of Student Work: In order to monitor students' achievement, improve instructional programs, and publish research findings, the Department of Teacher Education and Administration collects anonymous student work samples, student demographic information, test scores, and GPAs to be analyzed by internal and external reviewers.

Comprehensive Arts Program Policy. The Elementary Education program area supports a comprehensive arts program to assist preservice and inservice teachers to design and implement curricular and instructional activities which infuse all areas of the arts (visual, music, theater, and movement) throughout the elementary and middle school curriculum.

Technology Integration Policy. The Elementary, Secondary, and Curriculum & Instruction program areas support technology integration to assist pre-service and in-service teachers to design and implement curricular and instruction activities which infuse technology throughout the K-12 curriculum.

TExES Test Preparation. To meet state requirements for providing 6 hours of test preparation for teacher certification candidates, the UNT TExES Advising Office (TAO) administers the College of Education TExES Practice Exams. Students who want to take a practice exam should contact the TAO (Matthews Hall 103). Students may take up to two exams per session that relate to their teaching track/field at UNT. Students should also plan accordingly, as they are required to stay for the entire testing period. Current students must meet the following criteria in order to sit for the TExES practice exams: Students must (1) be admitted to Teacher Education, (2) have a certification plan on file with the COE Student Advising Office, and (3) be enrolled in coursework for the current semester. For TExES practice exam registration, go to: https://www.coe.unt.edu/webforms/texes-practice-exam-registration If you need special testing accommodations, please contact the TAO at 940-369-8601 or e-mail the TAO at coe-tao@unt.edu. The TAO website is www.coe.unt.edu/texes. Additional test preparation materials (i.e. Study Guides for the TExES) are available at www.texes.ets.org .

“Ready to Test” Criteria for Teacher Certification Candidates: Teacher certification candidates should take the TExES exams relating to their respective certification tracks/teaching fields during their early-field-experience semester (i.e. the long semester or summer session immediately prior to student teaching).

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Six Student Success Messages. The Department of Teacher Education & Administration supports the six student success messages on how to succeed at UNT: (1) Show up; (2) Find support; (3) Take control; (4) Be prepared; (5) Get involved; and (6) Be persistent. Students are encouraged to access the following website: https://success.unt.edu. The site contains multiple student resource links and short videos with student messages.

BIBLIOGRAPHY:

Cummins, J. (2000). Language, Power and Pedagogy. Buffalo, NY: Multilingual Matters Limited.

Diaz-Rico & Weed (2009). The Crosscultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide, Fourth Edition. Boston, MA: Allyn & Bacon.

Echeverria, J., Vogt, M., & Short, D. 4th Ed. (2013). Making Content Comprehensible for EnglishLearners: The SIOP Model. White Plains, NY: Pearson Education.

Freeman & Freeman (2001). Between Worlds: Access to Second Language Acquisition, SecondEdition. Portsmouth, NH: Heinemann.

Krashen & Terrell (1996). The Natural Approach: Language Acquisition in the Classroom,Revised Edition. Englewood Cliffs, NJ: Prentice-Hall.

Quezada, Lindsey & Lindsey (2012). Culturally Proficient Practice. Thousand Oaks, CA: Corwin,A Sage Publications.

ONLINE RESOURCES:

Colorin Colorado – http://www.colorincolorado.org/

National Association for Bilingual Education – www.nabe.org

Teachers of English to Speakers of Other Languages – www.tesol.org

Texas Education Agency – www.tea.state.tx.us

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