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EED 577syllSpr03-Peck

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					             California State University Northridge: Department of Elementary Education

                           EED 577: Language Arts and ESL Instruction
                                             Fall 2002
                          Mondays 1-3:50 PM (Ticket # 42094) Business 1204

                                              Dr. Sabrina Peck

                                         Office: Education 2136
                                   Phone and voicemail (818) 677-7897
                             Office hours: Tuesdays 12-1 and by appointment
                                     E-mail: sabrina.peck@csun.edu

                          CSUN College of Education Conceptual Framework
                 The College of Education as a professional school uses a developmental approach to
        promote reflection, critical thinking, and excellence in an inclusive learning community. Its
        graduates are well educated, highly skilled and caring persons who are lifelong learners
        prepared to practice in an ever changing, multicultural world. They are committed to
        promoting achievement of all students as a primary measure of successful educational
        practice. Graduates assume service and leadership roles in public and private educational,
        health, and social programs and institutions. The College establishes and maintains
        productive partnerships with community schools and agencies. The faculty is committed to
        excellence in teaching, scholarship, service and collaboration with the community and
        professions. The values for faculty and students that form the foundation of this Conceptual
        Framework include the following:
        A. We value high standards in the acquisition and application of professional knowledge and
            skills in subject matter, pedagogy, and technology.
        B. We value the achievement of students at all levels and promote its accomplishment in
            accordance with national, state, and institutional standards.
        C. We value an inclusive learning community.
        D. We value creative, critical and reflective thinking and practice.
        E. We value ethical practice by caring professionals.


COURSE OBJECTIVES (ELD part of course: TPE 7)

Students will be able to define terms and apply concepts:

        1.   Define ESL and demonstrate an understanding of the legal foundations (state and federal) of ESL.

        2.    Present a theoretical framework for second language teaching methods and language arts methods
             for native speakers

        3.   Apply first and second language acquisition theories to language arts teaching.

        4.   Apply social interaction and language development concepts in the design and implementation of
             instruction for all ESL and English speaking students of diverse cultures, languages, gender,
             ethnicity, races, ages. TPE 11

        5.   Apply principles of language structure, and general comparisons between English and other
             languages

        6.   Describe and apply a balanced and comprehensive language arts curriculum
             based on State Department of Education documents, including the


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              Reading/Language Arts Framework for California Public Schools and the
              English Language Development Standards.

Students will be able to identify, explain and use teaching strategies and lesson planning skills:

         7.   Recognize, analyze and utilize a wide repertoire of instructional strategies, methodologies,
              strategies, and techniques for teaching listening, speaking, and writing in English-language arts and
              ELD. TPE 1

         8.   Outline and use specially designed instructional methods for teaching grade-appropriate or
              advanced subject matter content areas comprehensibly to English learners (SDAIE, SIOP).
              TPE 1, 2, 3, 4

         9.   Identify key components of the writing process and incorporate these components in lesson and
              unit plans.

         10. Develop standards-based lessons and units that reflect an understanding of
             various types of writing (e.g., narrative, expository, biographical, persuasive, poetic)

         11. Develop an ability to integrate and correlate ELD and English-language arts
             curriculum with goals and recommendations stated in the Reading/Language Arts Framework for
             California Public Schools and the English Language Development Standards.

         12. Develop the ability to plan, implement and evaluate English-language arts curriculum for a diverse
             student population, differentiating instruction, materials, and assessments for language level and
             special needs. TPE 3

         13. Prepare standards-based lesson plans that include a rationale and instructional objectives and
             provide detailed descriptions of teaching and learning behaviors. TPE 4, 9

        14. Plan units in language arts with integrated ELD lessons. TPE 9

        15. Identify educationally equitable materials, curricula, and technology suitable for oral and written
            ELD and English language arts activities for a variety of language proficiency levels (Beginning,
            Early Intermediate, Intermediate, Early Advanced, and Advanced).
            TPE 9

Students will develop techniques for classroom management:

        16. Develop effective questioning/responding strategies to elicit children’s critical and reflective
            thinking. TPE 10, 11

        17. Develop positive management techniques designed to promote self-discipline and to ensure the
            preservation of each child’s sense of self. TPE 10, 11

        18. Describe grouping techniques that provide for differentiated instruction and effective
            management of first-second languages, such as appropriate whole-class activities, heterogeneous
            and homogenous groups, large and small groups, learning centers, peer teaching and cooperative
            learning groups. TPE 8, 9, 10, 11

Students will discuss and identify assessment instruments and procedures: (All: TPE 3

        19. Discuss types of assessment instruments that are useful in evaluating second and first language
            learners and are also culturally and linguistically appropriate for use in elementary schools.

        20. Assess English learners and understand the purposes, content and uses of the ELD
            standards and CELDT.



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       21. Identify and use criteria and procedures for initial, progress-monitoring and
           summative assessment of English language learners for language development and content
           knowledge in the core curriculum.

Students will discuss ways to involve specialists, parents, paraprofessionals, community members:

       22. Describe effective ways to involve parents and community members in school
           activities and to work with specialists, paraprofessionals and volunteers in the classroom.


TEXTBOOKS

        J. Carr. “The Map of Standards for English Learners: Integrating Instruction and
Assessment…” 3rd edition. West Ed: 2002.
        J. Echeverria et al, Making Content Comprehensible for English Language Learners: The
SIOP Model.
        Barbara Law & Mary Eckes, The More-than-Just-Surviving Handbook: ESL for Every
Classroom Teacher. 2nd edition. 2000.
        Gail Tompkins, Literacy for the 21st Century. 3rd edition (Also used in EED 520)
Photocopies of reference materials and readings (Includes Krashen, Terrell, etc.)


ORGANIZATION AND RESPONSIBILITIES
        .
        You are responsible for all the material that is covered in class, whether you are present
or not. If you are going to be absent, call other students so that they can take notes for you, pick up
materials, etc. If you miss class, call another student to find out what happened. Please don’t contact
me for these purposes, but do email or call if you have a question that classmates cannot help you
with. Write three classmates' names below:


Name                                        Phone                               E-mail

1._______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

         .
         All out of class assignments must be typed, including homework and drafts.
         Assignments are due in hard copy. Print out your work and hand it in to me. Generally, I
will not accept emailed or faxed work.
         Missed Quizzes: There are no make-ups for missed quizzes
         Late papers will generally receive a lower grade.
         The ten homework assignments are to be typed and are due at any ten (different) classes.
         Plagiarism is defined as using three or more words in sequence from another person’s work
without crediting the author. Be cautious about taking notes while reading: paraphrase if possible, and
check that you have not plagiarized. If you use the author’s exact words, include quotation marks,
page number and information about the book in your notes. If a paper includes plagiarism, the
student will receive no credit.
         Drafts: When I write, I’m rarely happy with the quality of my drafts. But they are steps
toward a finished product! Bring your draft to class! The feedback that you get and give on your
draft will help you to write a more sophisticated and interesting paper.

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         If you will miss a class because of a religious holiday, please let me know well ahead of time
so that I can make accommodations for you.


COURSE REQUIREMENTS AND GRADING

1. Four quizzes                                          40 points

2. Ten brief homework assignments                        40

3. Two demonstration lessons                             20

4. Class Participation (writing in class, group
    work; attendance; contributions to
    class and group discussion, etc.)                   115

5. Observation report                                    50

6. Case study of an English
 language learner                                        50

7. Four ELD/ELA lessons                                 100

TOTAL                                                    415 points

(Optional: Extra credit observation report                25)

A = 95-100%
A- = 90-94

B+ = 87-89 %
B = 84-86
B- = 80-83

C+ = 77-79 %
C = 74-76
C- = 70-73

D+ = 67-69%
D = 64-66
D- = 60-63
F = 59 or below

ABOUT COURSE REQUIREMENTS

1. Four quizzes. Quizzes will be 5-20 minutes long. A list of possible questions will be distributed
the week before. All quiz questions will be drawn from this list.

2. Ten homework assignments. For each, provide 5 possible quiz items from readings to be discussed
that day. Example items: “Define comprehensible input,” “Give an example of realia,” “In 1-3
sentences, describe one feature of sheltered instruction that is not necessarily part of comprehensible
input.” Format: Typed. provide your name, the date, the title(s) of the reading(s) that you draw

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from. Special requirements: Hand in on the day on which the readings are assigned. Hand in at any
ten (10) different classes. Late assignments are not accepted. Credit given for only one homework
assignment per class.

3. Two demonstration lessons. In a small group, you will demonstrate a lesson using commercial
materials (which I will lend you.) Later in the semester, for the whole class, you will also demonstrate
a lesson that you have written.. The class and I will give you helpful feedback and encouragement.
You will get full credit for each lesson if you demonstrate it as scheduled.

4. Class participation. Your active participation and faithful attendance will help you and others to
learn more in this class and enjoy yourselves more.

5. Observation report. Observe one K-6 ELD lesson and write about it. Assignment follows.

6. Case study of an English Language Learner. Assess one ELD child. Assignment follows.

7. Four ELD/ELA (English Language Development/ English Language Arts) lessons. Assignment
   will be distributed later.


COURSE CALENDAR

Week 1: Jan 27 Introduction, pretests, feedback on pretests

Week 2 : Feb 3 Define ESL            Types of ESL programs
              Introduction to Reading/Language Arts framework and ELD standards
              Overview of CELDT
       Reading assignment for today: Carr (pages assigned in class) & Law & Eckes Intro, ch 1


Week 3 : Feb 10 Apply case studies to types of programs and frameworks
              Highlights of R/LA framework and ELD standards
              Second language acquisition: comprehensible input, natural approach
              Questions to be drawn from for reading quiz 1
       Reading: Photocopies: Krashen, Terrell, McLaughlin,
               Carr (excerpts assigned in class)


Week 4 : Feb 17       READING QUIZ 1
              Listening and speaking skills for all children
              Teaching an oral ELD lesson with the Natural Approach
              Using chants, poems and songs
       Reading: Law & Eckes 3, 7


Week 5: Feb 24 Oral language, (cont). Students plan a Natural Approach lesson
              Demonstrations by instructor in German or French
               State and federal laws relating to education of ELLs, including
                      Proposition 227, New Title III, Lau vs. Nichols
       Reading: Law & Eckes, 4




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Week 6 : March 3
              DEMO LESSONS IN GROUPS (ALL STUDENTS)
              Class discussion and reflective journal
       Reading: Echeverria 1


Week 7 : March 10 Teaching reading to ELLs
              Reading Quiz 2
              Prereading activities for ELLs
              Overview of writing for all students
              OBSERVATION REPORT IS DUE
       Reading: Law & Eckes 5; Tompkins pages 126-137


Week 8 : March 17
              DEMO LESSONS START TODAY (and go through week 15)
              Teaching grammar to all students and to ELLs
              Writing for all students: prewriting
              The writing process
       Reading: Photocopies from Ann Raimes contrasting English grammar
                 Law & Eckes 6
                 Tompkins pages 45-57


Week 9: March 24     Making curriculum comprehensible to ELLs
             Lecture: SDAIE, SIOP
             Teaching vocabulary
             Demonstration by instructor
             PARTIAL DRAFT OF LESSONS IS DUE
       Reading: Tompkins pages 450-59; Echeverria 2, 3, 4


Week 10: March 31    READING QUIZ 3
      Making curriculum comprehensible to ELLs (2)
             Assessing ELD learners for content knowledge: assessment of written
                work in science and social studies
      Reading: Echeverria 5, 6


Week 11: April 7      Working with specialists and paraprofessionals
              Understanding the importance of the students’ family backgrounds
              Introduction to assessment
              Assess English learners for language development: plan a case study
      Reading: Law & Eckes 2; Echeverria 7, 8

April 14: No class (Spring Break)

Week 12: April 21     Understanding and using instructional practices
              First and second languages/ classroom organization
              Grouping techniques
              Vocabulary teaching and learning
              COMPLETE DRAFT OF LESSONS IS DUE
      Reading: Bell (xerox)

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                  Tompkins 7; Echeverria 9


Week 13: April 28     Interpreting assessments of English learners
              Understand purposes content and uses of CELDT and CA ELD standards
              CASE STUDY OF ONE ELL IS DUE
              Discuss case studies
              SIOP assessment
      Reading: Tompkins 3; Echeverria 10


Week 14: May 5       READING QUIZ 4
             Practice scoring the CELDT story retelling section
             Classroom management: questioning/responding strategies to elicit critical
                and reflective thinking.
             Positive management techniques.
             Grouping techniques (2) in light of students’ questions and problems
      Reading: Bell (cont.); Tompkins pages 389-400

Week 15: May 12      Teaching ESL and Language Arts in line with the ELD standards and
                     R/LA framework
             Students distribute ELD/LA lessons
       Reading: Carr; Tompkins pages 461-503

May 19: No class. Your work is due in Education 2136 3:00-4:00: Final draft of lessons (required)
                                                                Extra credit observation (optional)




                              Assignment: Observation Report


        The observation: Observe an ESL lesson for elementary school children in grade(s)
K-5. The lesson must be conducted by a teacher, not an aide. If children are grouped and
receiving different lessons, just observe one group.

       Finding a school: I will provide suggested schools where my students have observed
before. You may also choose a school on your own.

        What is ESL? Remember that an ESL (or ELD) lesson is directed at children who
are SECOND LANGUAGE speakers, children who speak another language at home. Thus, an
ESL lesson can be compared to a foreign language lesson (such as a French lesson for English
speakers.)
         In an ESL lesson, the teacher might be focusing on one or more language skills
(listening, speaking, reading, writing). The subject matter of the lesson might include some
content, such as science or social studies. Whether the lesson is content-based or not, you will
need to describe how language is used, and how levels are accommodated. You will need to
evaluate the lesson in terms of ESL teaching and include some references to our reading.



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        Your tasks during the observation: You need to be an observer not a participant.
You may be able to record the lesson on audiotape or videotape. You'll probably want to take
detailed notes during and immediately after your visit. Throughout your report, be as
specific as possible. Use anecdotes and quotations; they will make your report vivid and
convincing.

Your written report:

        1) Briefly identify the class, giving fictional names for the school and teacher. Give
the general location of the school. Mention the grade level(s), ESL levels, (ELD, SOLOM,
or other description) and the native languages represented in the class. If the teacher does not
provide ESL levels, you will need to estimate them.
        Then, in detail, while quoting the students and teacher:

        2) Specify the ESL objective(s) of the class period. Ask the teacher to tell you what
the objectives were. If this is not possible, specify what you think the objectives were. In
either case: What did the lessons intend to achieve? How did the activities reflect those
objectives? How were children at different levels accommodated?

       3) Describe the use of language in the classroom. Who spoke most? How? Did the
lesson or activity encourage students to use language? What skills did it help them develop?

       4) What assumptions about language learning and teaching seem to lie behind this
classroom's practices? In other words, what does the teacher seem to assume about language
teaching? How do language teaching and learning seem to work for this teacher? Here you
need to refer to class readings.

        5) Evaluate the class. What impressed you about it? What did you learn that might
help you in your teaching? Conversely, what might you do differently in your own class?
For example, if the lesson was for levels 2-4 but was only appropriate for the 3's, how might
you revise the lesson? Consider whether any of our class readings support or contradict the
practices in this lesson.

       Throughout, be as specific as possible. Use anecdotes and quotations. Your report
should be typed, 4-5 double-spaced pages. Make those pages convey as much as you can.




                                         Assignment:

                         Case Study of an English Language Learner

       For this project, you will report on one ELL child. You will need to make three or
more visits to the classroom in order to gather information from the teacher and do some
observation and assessment yourself. (If the teacher cannot provide you with some of the
information, or if you do not have permission to tape record, you will use the assessments that

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you do have access to.) You’ll hand in the test scores and other data. You’ll also write a
short paper (3 pages or more) in which you summarize and interpret the data.

Information to obtain from the teacher
Home language survey
CELDT results
Other ELD or language arts results

Your assessment in English
Student Oral Language Observation Matrix (SOLOM) in class book
Language Strategies and Skills Matrix (LASSM) in class book
Tape recorded conversation with the child
        1) Small talk: child’s name, who friends are, talk about pictures
        2) Using a picture, you tell a story and the child retells it
        3) Tell a joke or two. Ask the child to tell favorite joke
If the child does not speak, you can ask him/her to point to one of three pictures that you show
him. You can ask him to carry out commands. You can talk about pictures and ask yes/no
and here/there questions.
Cloze test. Preparation: You ask the teacher to show you a book at the child’s reading level.
Starting on page 1 you type up about 1 page of text, but leave a blank for every 5th word. The
child is asked to fill in and read the text.

Note: If you are able to carry out any of the assessments in the child’s native language, you
are encouraged to do so. I recommend that you use one language per assessment session.

Your written report
        Invent names for the child, teacher and school.
        You will summarize and interpret the data. When you summarize, give some
examples of the child’s language. You can choose these from the tape recorded conversation.
If the child does not speak, you can describe body language.
        These questions give you some guidance for the interpretation:

       What is the child’s ELD level, and why?
       Where should the child be placed for ELD? What activities would be especially
       beneficial?
       What English/Language Arts activities could s/he take part in with the whole class?

           If you assessed the child in the home language, it would be appropriate to
           comment on the transfer and interference from the home language and how it
           affects oral language and literacy.




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