tsl 3323 (section 24c8) esol and reading for k-12 …
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TSL 3323 (Section 24C8)
ESOL AND READING FOR K-12 TEACHERS
University of Florida
College of Education
Fall 2020
Instructor: Valerie Gresser
Contact: [email protected]
Office Hours: Skype or Zoom sessions are available by appointment
COURSE DESCRIPTION
This course is designed to develop students’ understanding of literacy teaching and
learning, with a dual focus on native speakers of English and English Language Leaners
(ELLs). It focuses on methods and materials that can be used to support the development
of proficient and critical K-12 readers. Students will understand the foundations (i.e.,
phonological awareness, phonics, fluency, vocabulary, comprehension) of teaching
reading and will develop strategies for teaching and assessing these areas of reading in their
future classrooms. Successful completion of this course will result in a greater
understanding of the reading process and an enhanced knowledge base for maximizing the
reading development of native speakers and ELLs in the K-12 classroom.
COURSE OBJECTIVES During this course, students are expected to:
1. Understand the difference between learning to read in L1 and L2
2. Identify key issues associated with teaching literacy to secondary students,
including English Language Learners
3. Understand the need for literacy instruction in academic content areas for all
students, including English Language Learners
4. Identify major barriers and possible solutions for promoting content area literacies
among secondary students, including English Language Learners
5. Identify and describe major pedagogical approaches to teaching content area
literacies to secondary students across the stages of reading proficiency
6. Know various text resources for developing students’ content knowledge
7. Develop a repertoire of strategies for helping secondary learners, including
English Language Learners, cope with the linguistic, motivational and other
challenges associated with reading in academic content areas
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8. Understand the difference between reading to learn versus learning to read and
the implications it has for all learners, including secondary ELLs
9. Develop a repertoire of strategies for assessing reading in the content areas
Course Website Information:
This course will involve interaction with UF’s Online Learning Management System
Canvas. To access this course on Canvas, go to <http://online.education.ufl.edu/>.
Click on the button to Log In to Canvas and enter your Gatorlink username and
password. Click on the link for “TSL 3323 (Section 24C8), Spring 2020”. You must
log into Canvas at least once each week prior to class. Any difficulties related to
Canvas should be directed to the UF Computing Help Desk or the COE technical support
staff at <[email protected]>. Class materials, presentation notes, discussion
topics, course updates and announcements, assignment materials, and grades will be
posted on the site. You might need to print items from the Canvas site, so plan
accordingly. Canvas will not be used for emailing the instructors. Please use the
email addresses provided in the instructors’ contact information. When emailing,
please include both instructors on the message.
Required Readings:
Farrell, T. (2009). Teaching Reading to English Language Learners: A Reflective Guide.
Corwin Press. Thousand Oaks, CA.
Links to other selected readings are distributed throughout the course & in the modules
Live Text Assessment: Reading
In this course, a number of assignments have been selected as a “key tasks” that will assess
your mastery of knowledge, skills, and or dispositions that the State of Florida requires of
all entry-level educators. These assignments were specifically selected as key tasks because
they align with the Florida Reading Competencies. Your mastery of each reading indicator
will be measured by your performance on these key tasks (i.e., Final Lesson Plan
Assignment, the Phonics Discussion Post, the Phonological Awareness Quiz, and the
Fluency Quiz).. In order to pass this course, you must successfully complete the key tasks
for this course and receive a rating of Developing or Accomplished. No exceptions will be
made to this rule, even if you do not plan to teach after graduation. Students who receive
an “Unsatisfactory” rating will be offered a chance to redo the Key Task or, in some cases,
to complete a comparable task assigned by the instructor.
Students who do not complete their Live Text makeup work satisfactorily will not receive
a passing score. The rating guide framework below will be used to evaluate your
performance on tasks assessing specific Florida Reading Competency Indicators covered
in this course. The language of each Reading Indicator completes the statements.
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The Reading Competencies addressed in this course are # 1 (Foundation of Reading
Instruction) and # 2 (Application of Research-Based Instructional Practices). The rating
guide framework below will be used to evaluate your performance on the key task (Final
Lesson Plan Assignment) that assesses the specific Reading Competency indicators (I.A.1
through 1.G.6 and 2.A.1 through 2.G.6) covered in this course.
The language of each Reading Competency indicator completes the statements.
Accomplished The candidate demonstrates understanding of (or the ability to)
__________________________________________________.
The
candidate is prepared to apply this knowledge/skill in a practical
setting
Unsatisfactory The candidate demonstrates little understanding of (or ability to)
____________________________________________________.
Live Text Assessment: ESOL
Key tasks assess your mastery of ELL-related knowledge, skills and dispositions that the
State of Florida requires of all entry-level educators. The Live Text tasks for this course
assess Domains 1-5 through the Final Lesson Plan Assignment. To pass this course you
must successfully complete all the task for this course and receive a rating of Developing
or Accomplished. No exceptions will be made to this rule, even if you do not plan to
teach after graduation. Students who receive an Unsatisfactory rating will be offered a
chance to redo the Key Task or, in some cases, to complete a comparable task assigned
by the instructor. Students who do not complete their makeup work satisfactorily will not
pass the course.
Accomplished The candidate consistently demonstrates knowledge
of and the ability to apply knowledge about domains and
standards
addressed in this course
Developing The candidate demonstrates developing knowledge and ability to
apply knowledge the domains and standards addressed in this
course.
Unsatisfactory The candidate demonstrates little or no knowledge of or ability to
apply knowledge about the domains and standards addressed in
this course.
ESOL Standards and Performance Indicators
EDG 6931 ESOL Standard 1 ESOL Standard 2 ESOL Standard 3
Domain 1 X
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Domain 2 X X X
Domain 3 X X X
Domain 4 X X
Domain 5 X X X
Domain 1: Culture (Cross-Cultural Communications)
Standard 1: Culture as a Factor in ELLs’ Learning
Teachers will know and apply understanding of theories related to the effect of culture in
language learning and school achievement for ELLs from diverse backgrounds. Teachers
will identify and understand the nature and role of culture, cultural groups, and individual
cultural identities.
Performance Indicators
1.1.a. Understand and apply knowledge about cultural values and beliefs in the context
of teaching and learning of ELLs, from diverse backgrounds and at varying English
proficiency levels
Domain 2: Language and Literacy
Standard 1: Language as a System
Teachers will demonstrate understanding of language as a system, including phonology,
morphology, syntax, semantics and pragmatics; support ELLs’ acquisition of English in
order to learn and to read, write, and communicate orally in English
2.1.e. Identify similarities and differences between English and other languages reflected
in the ELL student population.
Standard 2: Language Acquisition and Development
Teachers will understand and apply theories and research on second language acquisition
and development to support ELLs’ learning
2.2.b. Recognize the importance of ELLs’ home languages and language varieties, and
build on these skills as a foundation for learning English.
Standard 3: Second Language Literacy Development Teachers will demonstrate an understanding of the components of literacy, and will
understand and apply theories of second language literacy development to support ELLs’
learning.
2.3.a. Understand and apply current theories of second language reading and writing
development for ELLs from diverse backgrounds and at varying English proficiency
levels.
2.3.b. Demonstrate understanding of similarities and differences between L1 (home
language) and L2 (second language) literacy development.
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2.3. c. Demonstrate understanding of how L1 literacy influences L2 literacy development
and apply this to support ELLs’ learning.
Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL)
Standard 1: ESL/ESOL Research and History
Teachers will demonstrate knowledge of history, public policy, research and current
practices in the field of ESL/ESOL teaching and apply this knowledge to improve
teaching and learning for ELLs
3.1.b. Demonstrate awareness of current research relevant to best practices in second
language and literacy instruction
Standard 2: Standards-Based ESL and Content Instruction Teachers will know, manage, and implement a variety of teaching strategies and
techniques for developing and integrating ELLs’ English listening, speaking, reading, and
writing skills. The teacher will support ELLs’ access to the core curriculum by teaching
language through academic content.
3.2.d. Provide standards-based instruction that builds upon ELLs’ oral English to
support learning to read and write in English.
3.2.e. Provide standards-based reading instruction appropriate for ELLs from diverse
backgrounds and at varying English proficiency levels.
3.2.j. Incorporate activities, tasks, and assignments that develop authentic uses of the
second language and literacy to assist ELLs in learning academic vocabulary and content-
area material.
Standard 3: Effective Use of Resources and Technologies
Teachers will be familiar with and be able to select, adapt and use a wide range of
standards-based materials, resources, and technologies.
3.3.b. Use a variety of materials and other resources, including L1 resources, for ELLs to
develop language and content-area skills
Domain 4 ESOL Curriculum and Materials Development
Standard 1: Planning for Standards-Based Instruction of ELLs
Teachers will know, understand, and apply concepts, research, best practices, and
evidenced-based strategies to plan classroom instruction in a supportive learning
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environment for ELLs. The teacher will plan for multilevel classrooms with learners from
diverse backgrounds using a standards-based ESOL curriculum.
4.1.a. Plan for integrated standards-based ESOL and language sensitive content
instruction.
4.1.c. Plan differentiated learning experiences based on assessment of students’ English
and L1 proficiency and integrating ELLs’ cultural background knowledge, learning
styles, and prior formal educational experiences.
4.1.d. Plan learning tasks for particular needs of students with limited formal schooling
(LFS).
4.1.e. Plan for instruction that embeds assessment, includes scaffolding, and provides re-
teaching when necessary for individuals and small groups to successfully meet English
language and literacy learning objectives.
Standard 2: Instructional Resources and Technology Teachers will know, select, and adapt a wide range of standards-based materials,
resources, and technologies.
4.2.b. Select and adapt a variety of materials and other resources including L1 resources,
appropriate to ELLs’ developing English language and literacy.
Domain 5: Assessment (ESOL Testing and Evaluation)
Standard 1: Assessment Issues for ELLs Teachers will understand and apply knowledge of assessment issues as they affect the
learning of ELLs from diverse backgrounds and at varying English proficiency levels.
Examples include cultural and linguistic bias; testing in two languages; sociopolitical and
psychological factors; special education testing and assessing giftedness; the importance
of standards; the difference between formative and summative assessment; and the
difference between language proficiency and other types of assessment (e.g.,
standardized achievement tests). Teachers will also understand issues around
accountability. This includes the implications of standardized assessment as opposed to
performance-based assessments, and issues of accommodations in formal testing
situations.
5.1.a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs
of diverse backgrounds and at varying English proficiency levels.
5.1.b. Identify a variety of assessment procedures appropriate for ELLs of diverse
backgrounds and at varying English proficiency levels.
5.1.c. Demonstrate an understanding of appropriate and valid language and literacy
assessments for ELLs of diverse backgrounds and at varying English proficiency levels.
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Standard 2: Language Proficiency Assessment Teachers will appropriately use and interpret a variety of language proficiency
assessment instruments to meet district, state, and federal guidelines, and to inform their
instruction. Teachers will understand their uses for identification, placement, and
demonstration of language growth of ELLs from diverse backgrounds and at varying
English proficiency levels. Teachers will articulate the appropriateness of ELL
assessments to stakeholders.
5.2.b. Identify and use a variety of assessment procedures for ELLs of diverse
backgrounds and varying English proficiency levels.
Standard 3: Classroom-Based Assessment for ELLs
Teachers will identify, develop, and use a variety of standards- and performance-based,
formative and summative assessment tools and techniques to inform instruction and
assess student learning. Teachers will understand their uses for identification, placement,
and demonstration of language growth of ELLs from diverse backgrounds and at varying
English proficiency levels. Teachers will articulate the appropriateness of ELL
assessments to stakeholders.
Performance Indicators
5.3.a. Use performance-based assessment tools and tasks that measure ELLs’ progress in
English language and literacy development.
5.3.c. Use various tools and techniques to assess content-area learning (e.g., math,
science, social studies) for ELLs at varying levels of English language and literacy
development.
5.3. f. Assess ELLs’ language and literacy development in classroom settings using a
variety of authentic assessments, e.g., portfolios, checklists, and rubrics.
Course and University Policies
a. Attendance and Make-Up Assignments
Requirements for class attendance and make-up quizzes, assignments, and other work in
this course is consistent with university policies that can be found at:
https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx. In order to receive
full credit for work, students must turn in all required assignments on the specified due
date. Late work will only be evaluated for full credit when there is documented
extenuating circumstances or prior communication and agreement has been made
with the instructors. If you submit work after the deadline and you do not have
documentation to excuse the late submission, the most you will receive for your
submission is 50% of the total worth for the assignment. In other words, late
submissions will automatically be deducted 50% of what they are worth.
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b. Accommodations for Students with Disabilities
Students requesting accommodation for disabilities must first register with the Disability
Resource Center- www.dso.ufl.edu/drc/. The DRC will provide documentation to the
student who must then provide this documentation to the instructor when requesting
accommodations. Students should contact the DRC and complete this process as early as
possible in the term for which they are seeking accommodations.
c. UF Student Honor Code
UF students are bound by the Honor Pledge, which states, “We, the members of the UF
community, pledge to hold ourselves and our peers to the highest standards of honor and
integrity by abiding by the Honor Code. On all work submitted for credit by students at
UF, the following pledge is either required or implied, “On my honor, I have neither
given nor received unauthorized aid in doing this assignment.” The Honor Code
(http://www.dso.ufl.edu/sccr/process/student-conduct-honor-code/) specifies a number of
behaviors that are in violation of this code and the possible sanctions. Furthermore, you
are obliged to report any condition that facilitates academic misconduct to appropriate
personnel. If you have any questions or concerns, please consult with the instructor of the
class.
d. Online Course Evaluation Process
Students are expected to provide professional and respectful feedback on the quality of
instruction in this course by completing course evaluations online via GatorEvals.
Guidance on how to give feedback in a professional and respectful manner is available at
https://gatorevals.aa.ufl.edu/students/. Students will be notified when the evaluation
period opens, and can complete evaluations through the email they receive from
GatorEvals, in their Canvas course menu under GatorEvals, or via
https://ufl.bluera.com/ufl/. Summaries of course evaluation results are available to
students at https://gatorevals.aa.ufl.edu/public-results/.
e. Student Assistance and Emergencies
University support services are available to students who are experiencing significant
distress and/or personal emergencies. As appropriate please contact: UF Counseling &
Wellness Center: www.counseling.ufl.edu or 352-392-1575
University Police Department: 352-392-1111 or 9-1-1 for emergencies
f. UF grading policies for assigning grade points:
https://catalog.ufl.edu/UGRD/academic-regulations/grades-grading-policies/
g. Academic Resources
E-learning technical support, 352-392-4357 (select option 2) or e-mail to
[email protected]. https://lss.at.ufl.edu/help.shtml.
Career Resource Center, Reitz Union, 392-1601. Career assistance and
counseling. http://www.crc.ufl.edu/
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Library Support, http://cms.uflib.ufl.edu/ask. Various ways to receive assistance
with respect to using the libraries or finding resources.
Teaching Center, Broward Hall, 392-2010 or 392-6420. General study skills and
tutoring. http://teachingcenter.ufl.edu/
Writing Studio, 302 Tigert Hall, 846-1138. Help brainstorming, formatting, and
writing papers. http://writing.ufl.edu/writing-studio/
Student Complaints Campus:
https://www.dso.ufl.edu/documents/UF_Complaints_policy.pdf
On-Line Students Complaints: http://www.distance.ufl.edu/student-complaint-
process
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TSL 3323 Agenda
Module &
Dates
Topic Readings Assignments
Module 1:
1/6/20-1/12/20
Introduction to the
Course
Course Syllabus &
Agenda
Introduction
Discussion Post
Quiz (Syllabus)
Module 2:
1/13/20-1/19/20
Reading and ESOL
Florida Reading
Endorsement
Competencies 1&2
Florida Consent
Decree
Six Steps for Success
with ELLs
Quiz (Florida
Consent Decree &
Comp 1&2)
Discussion Post
Module 3:
1/20/20-1/26/20
Culture, Builing
Background, &
ELLs
Culture & Voice
Powerpoint
Culture &
Assimilation
Powerpoint
View Videos
Quiz
Discussion Post
Module 4:
1/27/20-2/2/20
WIDA & the Five
Areas of Reading
Farrell, Chapters 1-2
Reading 101 for
ELLs
WIDA “Can Do”
Descriptors
Quiz
Discussion Post
Module 5:
2/3/20-2/9/20
Academic vs.
Social Language;
Oral Language to
Literacy
Developing
Academic Language:
Got Words?
Academic Language
& ELLs
Academic vs.
Social Language
Matrix
Discussion Post
Module 6:
2/10/20-2/16/20
Reading & ELLs:
Part 1 Phonological
Awareness
Lane & Pullen
Chapter
Key Literacy for
Decoding
Improving PA and
decoding skills of
High school students
Quiz
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from diverse
backgrounds
Module 7:
2/17/20-2/23/20
Reading & ELLs:
Part 2 Phonics
Phonics Instruction
for Middle & High
School ELLs Part 1
Phonics Instruction
for Middle & High
School ELLs Part 2
Discussion Post
Module 8:
2/24/20-3/1/20
Reading & ELLs:
Part 3 Fluency
Farrell, Chapter 3
Creating Fluent
Readers
Quiz
SPRING BREAK
3/2/20-3/8/20
Module 9:
3/9/20-3/15/20
Reading & ELLs:
Part 4 Vocabulary
Farrell, Chapter 6
Pikulski & Templeton
Article
Raskinski Article
Quiz
Module 10:
3/16/20-3/22/20
Reading & ELLs:
Part 5
Comprehension
Farrell, Chapter 4
Adolescent Literacy:
Comprehension
strategies for before,
during, & after
reading
Reciprocal Teaching
Article
Quiz
Module 11: (2
weeks)
3/23/20-4/5/20
Content Area
Literacy & Text
Analysis
Farrell, Chapters 5
and 9
Challenges of
Adolescent Literacy
ELL profiles
Quiz
Discussion Post
Module 12:
4/6/12-4/12/20
Tying it Together:
Lesson Planning for
Reading & ELLs
Farrell, Chapters 7 &
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Jetton & Lee Article
Discussion Post
Final Lesson
Plan Due:
4/22/20 11:59pm
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It is very important that you familiarize yourself with the due dates presented in this
syllabus. Each of the assignments listed within the modules is due on Sunday (at
11:59pm) within the module it is assigned. The exception to this is discussion post
assignments. For discussion posts, you will need to post your initial discussion
response on Thursday during the module. You will then need to respond to your
group members by 11:59pm on Sunday. In other words, for discussion posts, you
will need to post at least two times (Thursday for your initial response and a
response to your peers by Sunday).
Most modules vary in the number of assignments that are due. Therefore, it is up to
you to plan accordingly and give yourself enough time to complete all of the
assignments before the due date. As previously noted in the syllabus, late
assignments will only be evaluated for full credit if communication has been made
with the instructors prior to the assignment deadline and approvals have been
granted for an extension. Late assignments may also be accepted if there are
extenuating circumstances and documentation can be provided. If there is no
documentation or the student has not communicated with the instructors about a
late assignment, the most a late assignment will receive is 50% of the original points.
If the course agenda is challenging to read in terms of due dates, please refer to the
Canvas website and click on the link titled “Syllabus” on the left part of the screen
or at the top of the course homepage. This link will take you to a page detailing the
due dates of each assignment in the course.
Discussion Posts are worth 25% of the total grade: 8 discussion posts, 12 points
each=96 total points
Module 1: Discussion Post (12 points)
Module 2: Discussion Post (12 points)
Module 3: Discussion Post (12 points)
Module 4: Discussion Post (12 points)
Module 5: Discussion Post (12 points)
Module 7: Discussion Post (12 points)
Module 11: Discussion Post (12 points)
Module 12: Discussion Post (12 points)
Quizzes and assignments worth 40% of the total grade: 9 quizzes, 20 points each + 1
Assignment, 20 points=200 total points
Module 1: Quiz #1 Syllabus (20 points)
Module 2: Quiz #2 Florida Consent Decree (20 points)
Module 3: Quiz #3 (20 points)
Module 4: Quiz #4 (20 points)
Module 5: Academic vs. Social Language Matrix (20 points)
Module 6: Quiz #5 (20 points)
Module 8: Quiz #6 (20 points)
Module 9: Quiz #7 (20 points)
Module 10: Quiz #8 (20 points)
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Module 11: Quiz #9 (20 points)-week 2
Final Lesson Plan is worth 35% of the total grade: 70 Points
94.0 – 100 A 74.0 – 77.9 C
91.0 – 93.9 A- 71.0 – 73.9 C-
88.0 – 90.9 B+ 68.0 – 70.9 D+
84.0 – 87.9 B 64.0 – 67.9 D
81.0 – 83.9 B- 61.0 – 63.9 D-
78.0 – 80.9 C+