1
DLE 651: Curriculum, Teaching, and Assessment: ELD and SDAIE
3 units, Spring 2015
Instructor: Dr. Teresa Marquez-Lopez
Office: NE – 173
Email: tmarquezlopez@mail.sdsu.edu
Office Hours: Available By Appointment
http://blackboard.sdsu.edu
Course Overview and Description
Prerequisite: Preliminary multiple or single subject teaching credential.
In this course, students will advance their strategies for implementing state adopted
instructional standards for English Language Development (ELD) across content and developmental
ages. The course content meets California Commission on Teacher Credentialing (CCTC) Category B
Program Standards 5 Pedagogy and 6 Universal Access related to advanced teaching with
technology
The course combines use of readings, websites, and discussion boards. Support during this
course includes online discussion boards with peers, collegial presentations, responses to written
reflections, and instruction and support.
DLE 651 provides students with background, skills, and knowledge necessary to address the
needs of English language learners (ELLs) in mainstream and specialized classroom settings.
Participants review current policy, research and theory on best practices in assessing and educating
students in ELD across disciplines, emphasizing the pedagogical approach of Specially Designed
Academic Instruction in English (SDAIE), an approach that focuses on making content
comprehensible while teaching academic content area vocabulary. Students will learn about
methods of assessment to address the specific needs and placement of ELL’s in K-12 classroom
settings as defined by school and district policy and guidelines for identification and redesignation.
Course Competencies
 Identify policies that affect English language learners in ESL or mainstream settings in the
U.S.;
 Define basic principles of ELD/SDAIE methods as related assessment and instruction of
English learners;
 Identify and apply effective strategies and methods in developing the English listening,
speaking, reading, writing, and critical thinking skills of ELLs in lesson plans and learning
activities;
 Identify and incorporate instruments and rating scales for assessing language proficiency
and diagnosing language skills of L2 learners in order to effectively plan instruction based on
California State ELD Standards and Content Area Standards; and,
 Develop a set of strategies to identify and access research/resources that relate to, policy,
procedures, assessment, placement and teaching of English learners within the classroom.
Standards
Candidates apply the following pedagogical components:
 Use adopted academic content standards and performance levels for students, curriculum
frameworks, and instructional materials in the context of one’s teaching assignment.
1
2











Use and interpret student assessment data from multiple measures for entry level,
progress monitoring, and summative assessments of student academic performance to
inform instruction.
Plan and differentiate instruction using multi-tiered interventions as appropriate based on
assessed individuals, academic language and literacy, and diverse learning needs of the full
range of learners (e.g., English learners and speakers of non-standard English).
Ensure academic achievement for special populations,
Protect and support students by designing and implementing equitable and inclusive
learning environments.
Support academic achievement for students from all ethnic, race, socioeconomic, cultural,
academic, and linguistic or family background; gender, gender identity, and sexual
orientation; and students with a combination of special instructional needs.
Use a variety of resources (including technology-related tools, interpreters, etc.) to
collaborate and communicate with students, colleagues, resource personnel, and families to
provide a full range of learners equitable access to the state-adopted academic content
standards.
Adhere to legal and ethical obligations for teaching English learners including the
identification, referral, and redesignation processes.
Implement district policies regarding primary language support services for students.
Plan instruction for English learners based on the students’ levels of proficiency and literacy
in English and primary language as assessed by multiple measures, such as the California
English Language Development Test (CELDT), the Common Core “Smarter Balance,” and
local assessments.
Based on teaching assignment and the adopted language program instructional model(s),
implement one or more of the components of English Language Development (ELD): gradelevel academic language instruction, ELD by proficiency level, and/or content-based ELD.
Design curriculum and supportive instructional materials for students at differing ELD
proficiency levels.
Required Reading
Zwiers, Jeff & Crawford, Marie (2011). Academic Conversations: Classroom Talk That Fosters Critical
Thinking and Content Understandings. Portland, Maine: Stenhouse Publishers.
State Board of Education, adopted July 9-10, 2014, ELA/ELD Framework, Sacramento: California
Department of Education Publishing.
Online Readings
Olsen, Laurie (2010). Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for
California’s Long Term English Learners. Long Beach, CA: Californians Together
www.californianstogether.org
Trumbull, Elise & Pacheco, Maria (2005). Human Development, Culture, and Cognition Vol. 1, The
Education Alliance at Brown University. Pdf is linked to our course on Blackboard.
Various texts for this course are posted for you under “Course Documents” on our class Blackboard
site.
2
3
You will also need regular access to the State Board of Education, adopted July 9-10, 2014, ELA/ELD
Framework, Sacramento: California Department of Education Publishing.
www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp
Supplemental Resources According to Grade Level and Interest
Cadiero-Kaplan, (2004). Literacy Curriculum &* Bilingual Education: A Critical Examination
Echevarria, J., Vogt, M. & Short, D. J. (2014). Making Content Comprehensible for
Elementary English Learners: The SIOP Model. Boston, MA: Pearson, Inc.
Echevarria, J., Vogt, M. & Short, J. (2010). Making Content Comprehensible for Secondary
English Learners: The SIOP Model. Boston, MA: Pearson, Inc.
Herrell, A. & Jordan, M. (2012). Fifty Strategies for Teaching English Language Learners, 4th
Ed. Boston: Pearson Education.
Gibbons, P. (1993). Learning to Learn in a Second Language. Portsmouth, NH: Heinemann. ($3
new on Amazon)
Assignment Guidelines All written assignments will be typed, double-spaced, 12 font with 1 inch
margins and edited for use of Standard Academic English (SAE). The content of all writing
assignments will be evaluated based on the level of higher order thinking skills demonstrated by
the student according to the criteria for grading included in this syllabus. Late assignments will be
penalized five percent.
Course Evaluation (policy on grading):
As a graduate student, one is expected to produce high quality work that does not fall lower than a
“C”; conversely, a grade of “A” is not simple or easy to earn. Should the quality of a product not be
up to the professor’s standards, the student may be asked to resubmit work so that it reflects an
understanding and adherence to the criteria included in the grading rubric.
(93-100%) = A
(90-92.9%) = A-
(87-89.9%) = B+
(86.9-83%) = B
(82.9-80) = B- (76.9-73) = C
(77-79.9) = C+ (70-72.9) = C-
Assignment Descriptions
A:
Attendance/Participation: 20 points
Attendance and participation are necessary elements to succeed in class and to accomplish your
professional and educational goals in the program. Participation includes coming prepared to class
having completed all assignments, online assignments, and readings. You will be allowed one
absence during the session. After that absence, 5% will be deducted from your final course grade.
In the case of ongoing medical needs, please consult instructors for special arrangements. It is your
responsibility to get course notes and any information missed from a peer who is enrolled in the
course. Cell phones and laptops are prohibited during class including text messaging. If there is an
emergency the instructor must be notified.
3
4
B: Workshop Presentation: Due throughout the semester 20 points
Workshop presentation, or any other form of powerpoint and/or online presentation:
Describe chapter and model a strategy for English Language Development (ELD) with examples of
what can be utilized in the classroom. Students w demonstrate links between methods highlighted
in the text and the reality of their own classrooms. Presenters will make available any additional
links presented and activities in the form or a resource page at the end of the on line presentation.
(site all sources). Presentations are limited to (no more than) 8 power point pages and should have
an interactive format that demonstrates at least two strategies found within the ELA/ELD
Standards or Academic Conversations.
C: Lesson Plan & Assessment Development & Implementation 20 points
Students will integrate knowledge of the CA ELD and Common Core standards for their
subject/grade levels by designing a unit of study that engages students in academic conversations
created through various forms of classroom conversations. The unit of study will include formative,
summative, and diagnostic assessments as integral to instructional supports for academic language
development for students at emerging, expanding, and bridging levels of ELD.
D:
Inquiry Project & Research Presentation 20 points
Each student will submit a research proposal, conduct research, write a summative
technical report, and present his/her paper to the class. The project proposal form and outline for
the summative technical report are posted on Bb under “Assignments.” Students will have
approximately 20-30 minutes in which to present their findings to colleagues and this should take
the form of a professional development session, including audience awareness (learning needs,
multiple modalities, anticipated questions, and relatedness).
E:
Journals: Due throughout the semester 20 points
Statement on Cheating and Plagiarism
Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of
improving one’s grade or obtaining course credit; such acts also include assisting another student
to do so. Typically, such acts occur in relation to examinations. However, it is the intent of this
definition that the term ‘cheating’ not be limited to examination situations only, but that it include
any and all actions by a student that are intended to gain an unearned academic advantage by
fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists of the
misuse of the published and/or unpublished works of others by misrepresenting the material (i.e.,
their intellectual property) so used as one’s own work. Penalties for cheating and plagiarism range
from a 0 or F on a particular assignment, through an F for the course, to expulsion from the
University. For more information on the University’s policy regarding cheating and plagiarism, refer
to the Schedule of Courses (‘Legal Notices on Cheating and Plagiarism’) or the University Catalog
(‘Policies and Regulations’).
Students with Disabilities
Americans with Disabilities Act (DA) Accommodation: The University is committed to providing
reasonable academic accommodation to students with disabilities. The Student Disability Services
Office provides university academic support services and specialized assistance to students with
disabilities. Individuals with physical, perceptual, or learning disabilities as addressed by the
4
5
Americans with Disabilities Act should contact Student Disability Services for information
regarding accommodations. Please notify your instructor early in the semester so that reasonable
efforts can be made to accommodate you. If you expect accommodation through the Act, contact
the Student Disability Services Office http://www.sa.sdsu.edu/dss/dss_home.html at (619) 5946473.
Students who need accommodation of their disabilities should contact the instructor early in the
semester to discuss specific accommodations for which they have received authorization. If you
have a disability, but have not contacted Student Disability Services at 619-594-6473 (Calpulli
Center, Suite 3101), please do so before making an appointment to see the instructor.
Religious Observances
University Policy on Absence for Religious Observances includes the following: “By the end of the
second week of classes, students should notify the instructors of affected courses of planned
absences for religious observances. Instructors shall reasonably accommodate students who notify
them in advance of planned absences for religious observances.” Please notify the instructor in a
timely manner and a reasonable accommodation will be reached.
Safety Issues
Sharing your peers’ online work or written statements in online discussion boards is prohibited.
Any work, assessments, or information about any of your students’ must provide absolute
anonymity to them. Blackout any student names on student work or other documents. Always
refer to students as Student 1, Student 2, and so on.
Syllabus Is Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances.
Course Schedule, Assignments, and Due Dates (see full matrix on Bb under “Assignments”)
Date What We’ll Focus on Today
Assignment
1/21 Introductions
Read through course syllabus and review
assigned reading
Assessing our knowledge and
understanding of ELA/ELD Standards Overview and Implications, CDE
and the Common Core Standards
http://player.vimeo.com/video/8039571
7?byline=0
1/28 Overview of the California English
Read: ELA/ELD Introduction to the
Language Development Standards
Framework (Posted on BlackBoard)
and Proficiency Level Descriptors
Transitioning to the New CA English
Create My Digital Chalkboard account
Language Arts/English Language
Development Standards
2/4
Introduce: My Digital Chalkboard
https://www.mydigitalchalkboard.or
g/
Guest Speaker: (tentative)
Dr. Karen Cadiero-Kaplan
Read: Zwiers & Crawford: Introduction
and Chapter 1
5
6
“Reflective Voices: Valuing
Immigrant Students and Teaching
with Ideological Clarity”
Trumbull & Pacheco text pages 1 - 25
Complete: Activities 1 & 2 Proverbs and
the Values They Communicate
Exploring Values, Beliefs and Ideas
(use the worksheet posted under
“Assignments” on Bb) cut & pasted there
Ideological Clarity Task (see details
under “Assignments”)
Read T & P pages 70 - 91
Complete: Activity 7
2/11
2/18
2/25
3/4
3/11
3/18
3/25
4/1
4/8
4/15
4/22
4/29
5/6
6