QATAR UNIVERSITY
COLLEGE OF EDUCATION
Course number: EDPR 454 Course Title: Teaching Primary Level
INSTRUCTOR:
English – ESL II (3CRS)
SEMESTER AND YEAR
EMAIL:
OFFICE NUMBER:
PHONE:
OFFICE HOURS:
CLASS MEETING TIME/LOCATION:
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK
Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.
COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in this course)
Teaching
√
√
√
1.
2.
3.
4.
Content: Demonstrate understanding of the key theories and concepts of the subject matter.
Pedagogy: Plan effective instruction to maximize student learning.
Technology: Use current and emerging technologies in instructionally powerful ways.
Diversity: Foster successful learning experiences for all students by addressing individual differences.
Scholarship
√
5.
6.
Scholarly Inquiry: Actively engage in scholarship by learning from and contributing to the knowledge base in education.
Problem Solving: Arrive at data-informed decision by systematically examining variety of factors and resources.
Leadership
√
7.
8.
Ethical Values: Apply professional ethics in all educational contexts.
Initiative: lead positive change in education.
COURSE DESCRIPTION
This course deals with the techniques, methods and strategies for teaching beginning EFL/ESL students. It focuses on the effective teaching of speaking and listening skills as well as grammar and vocabulary to students in grades 4-6, with special emphasis on the curriculum standards of
The instructor may modify the syllabus if it is in the best interest of the students.

the state of Qatar. Participants in this course will be exposed to the major concepts, theories and research related to teaching the above mentioned English language skills. The course will also cover scaffolding techniques, material selection, and evaluation and assessment techniques appropriate to Qatar standards. This course includes field-based experiences in a primary school setting (10 )hours .
Prerequisites: Admission to the Bachelor of Education Primary Education Program
COURSE OBJECTIVES
As a result of this course, candidates will:
1.
Become aware of and practice evaluating the theories and research in ESL, related to the teaching/learning and assessment of oral-aural skills, grammar and vocabulary, to promote the achievement of ESL students in grades 4-6
2.
Identify and discuss the most recent strategies for teaching and assessing listening, speaking, grammar and vocabulary to ESL students in grades 4-6
3.
Understand how to design and teach effective ESL listening and speaking lessons at the primary level.
4.
Explore the ways technology can be used to support ESL teaching and learning, with a focus on the teaching of listening, speaking, grammar and vocabulary
5.
Use information related to current advances in the ESL field, to reflect upon and improve instructional practices of listening, speaking, grammar and vocabulary in the Qatari context
COURSE LEARNING OUTCOMES
By the end of this course, candidates will:
1.
Demonstrate understanding of scholarly research to establish the effectiveness of ESL listening and speaking instructional approaches
2.
Evaluate scholarly research as it relates to the learning and teaching of ESL listening, speaking, vocabulary and grammar
3.
Design and teach effective ESL listening and speaking lessons integrating vocabulary and grammar
4.
Identify and evaluate a range of technology tools appropriate for learning and teaching listening, speaking, vocabulary and grammar in primary ESL classrooms
5.
Develop appropriate strategies to evaluate the work of second language learners at the primary level, with a focus on listening, speaking, vocabulary and grammar
6.
Select instructional strategies relating to listening, speaking, vocabulary and grammar that are aligned with the Qatar English curriculum standards for grades 4-6
7.
reflect on self-growth as an ESL listening and speaking teacher
TEXTBOOKS & READINGS
Required Text
Peregoy, S., & Boyle, O.(2004). Reading, writing and learning in ESL: A resource book for K-12 teachers. Boston: Allyn & Bacon, Inc.
The instructor may modify the syllabus if it is in the best interest of the students.

Supportive Texts
Swick, E. (2005). English grammar for ESL learners . Columbus, OH: McGraw-Hill.
Supportive Articles
Aaron, P. G. & Joshi, R. M. (2004). Reading problems : Remediation and consultation. New York:
Guilford Press.
Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2003). Words their way . Upper
Saddle River, NJ: Merrill/Prentice Hall
Beck, I.L., McKeown, M.G., & Kucan, L. (2001). Bringing words to life: Robust vocabulary instruction.
New York: Guilford press.
Blachman, B.A., Ball, E.W., Black, R., & Tangel, D.M. (2000). Road to the code . Baltimore,
MD: Paul H. Brookes
Block, C.C. & Pressley, M. (2002). Comprehension Instruction: Research-based best practices .
New York, NY: Guilford Press.
Carlisle, J.F., & Rice, M.S. (2003). Improving reading comprehension: Research-based principles and practices . Baltimore, MD: York Press
Cecil, N.L. (2001). Activities for striking a balance in early literacy . Scottsdale, AZ: Holcomb
Hathaway Publishers.
Chall, J.S. (1967/1983). Learning to read: The great debate. New York: McGraw Hill.
Fox, B.J. (2000). Word identification strategies . Upper Saddle River, NJ: Merrill/Prentice Hall
Ganske, K. (2000). Word Journeys . New York: Guilford Press.
Gunning, T.G. (2001). Building words . Boston, MA: Allyn & Bacon
Gunning, T.G. (2003). Creating literacy instruction for all children . Boston, MA: Allyn &
Bacon.
Heilman, A.J., Blair,T. R., & Rupley, W. H. (2002).
Principles and practices of teaching reading (10 th
ed.). Columbus, OH: Merrill Publishing Co.
Henry, M. (2004). Unlocking literacy , Baltimore, MD: Brookes Publishing Co.
Johns, J. (2001). Basic Reading Inventory (8th Ed.). Dubuque, IA: Kendall/Hunt Publishing
Company.
McCardle, P., & Chhabra, V. (2004). The voice of evidence in reading research. Baltimore,
MD: Brookes Publishing Co.
McKenna, M.C. (2002). Help for struggling readers . New York: Guilford Press.
McKenna, M.C., & Stahl, S. (2003). Assessment for reading instruction . New York: Guilford
Press.
Moats, L.C. (2002). Speech to print . Baltimore, MD: Brookes Publishing Co.
Moats, L.C. (2003). Speech to print workbook: Language exercises for teachers . Baltimore,
MD: Brookes Publishing Co.
Sweet. A.P. & Snow, C.E., (2003). Rethinking reading comprehension . New York: Guilford
Press.
Tierney, R. J., & Readence, J. E. (2005). Reading strategies and practices: A compendium .
Boston, MA: Pearson, Allyn and Bacon.
The instructor may modify the syllabus if it is in the best interest of the students.

Supportive Websites

TESOL Organization http://www.tesol.org/s_tesol/index.asp

TESL EJ http://writing.berkeley.edu/tesl-ej/index.html

Internet TESL Journal http://iteslj.org/
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TEFL Community side http://www.TEFLcommunity.com
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On line papers on ELT and other related issues www.gabrielatos.com
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Nonnative English speaking members of TESOL http://nnest.moussu.net/
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Center for Applied Linguistics http://www.cal.org/
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National Clearinghouse for English Language Acquisition http://www.ncela.gwu.edu

Lesson plans and other information on Internet TESL Journal http://iteslj.org/Lessons/

ERIC Clearinghouse on Languages and Linguistics (provides short articles on important topics by key writers). http://www.cal.org/ericell/digest/subject.html

Lesson plans http://www.starfall.com/n/level-a/learn-to-read/load.html

Lesson plans www.lessonplanpage.com

For Sight boards, Sight phrases, Sight words, Sight work worksheets, see http://www.createdbyteachers.com/sightfreemain.html
 http://grammar.qdnow.com/
COURSE REQUIREMENTS
1.
Each candidate is expected to attend class and contribute to the community of learners by being a positive participant in discussions, presentations, and hands-on projects.
2.
Cell phones shall remain off during all of class.
3.
Candidates are expected to be on time to class and to remain in class the entire session.
4.
All assignments should be submitted by uploading them to the course Blackboard site drop box no later than the specified due date. Assignments turned in later are subject to point deductions.
5.
All written assignments should have a cover sheet with assignment title, candidate name, course title, and date.
6.
All written assignments should be word processed, double spaced, and in 12 point standard font.
7.
All written assignments shall use appropriate citations and references in APA style.
8.
All written assignments should use correct grammar and spelling.
9.
In-class mid term and final exams will be given in this class. Each candidate is expected to be present for these exams except in cases of certified emergency
10.
All students must access the Blackboard system at least three times a week, to check for updates.
11.
All students must have a working email QU address, to enable efficient communication.
The instructor may modify the syllabus if it is in the best interest of the students.

7
8
3, 4
5, 6
USE OF BLACKBOARD
All class documents will be posted to Blackboard. No paper handouts will be given in class.
Candidates are expected to visit the site frequently for announcements and discussions. All assignments are expected to be uploaded to the Blackboard drop box. Graded assignments will be returned via Blackboard.
COURSE MATRIX
Unit Learning
Outcomes
QNPS
Course
Objectives
Course
Learning
Outcomes
Assessment (Tasks/Artifacts)
Scholarly inquiry
Pedagogy
2, 3 1, 3, 5 1, 2 Instructional Approaches Project
3, 7 1, 2, 3 Initiative
Pedagogy
Technology
Content
1, 2, 3, 6, 8
9, 12
9
1, 2, 3, 4, 5
1, 2, 5
5
3, 4, 5, 6,
7
Student Work Assessment
Field-based Lesson
1, 2 Midterm and Final Exams
COURSE OUTLINE
Week Topic
1
2
Course overview
Review of Major Reading and Writing Methods
Oral Language Development in Second Language Acquisition
Teaching Listening Comprehension
Integrating Language Skills
Midterm Exam
9, 10 Teaching Grammar in Context
11 Teaching Vocabulary
12 Using Technology in ESL Instruction
13 Field-based lesson/Strategy Presentation
The instructor may modify the syllabus if it is in the best interest of the students.

14 Field-based lesson/ Strategy Presentation
15 Review
16 Final Exam
ASSESSMENTS
Instructional Approaches Project (20%). Candidates will be presented with five brief case studies that represent different combinations of the variables that affect ESL learning. The task is to select appropriate courses of action (for example, appropriate strategies to try) and identify the reference or references that support this choice.
Student Work Assessment (20%). In groups of four, candidates will prepare a rubric for assessing student oral performance, and then record four students’ performance to score using their rubric. The group will then present to their peers the scores they gave the speaking performance of primary level students, how well they think the rubric worked, and what they would change. The group should discuss issues related to equity, equality, and fairness (we will have previously discussed these issues in class).
Field-hours (20%). (10 hours) Each candidate will be evaluated in the field setting in independent school . The candidate will submit a lesson plan prior to the observation visit and get feedback on the plan. While teaching a lesson of no less than 20 minutes, she will arrange to be observed by two class mates who will use an observation form (proposed by the instructor) to record peer observation notes. The observation form may be downloaded from the class
Blackboard site. Each candidate will do at least two peer observations. Each candidate has to do micro teach and write a reflection (no less than one page) on her microteaching (what worked well, what did not work and how to improve her teaching).
Midterm Exam (20%). A mid-term exam will be given to assess candidates’ comprehension of the information presented in weeks during the first half of the course. The exam will have multiple-choice questions, matching questions, short answer questions, and possibly an essay.
Final Exam (20%). A final exam will be administered at the end of the term. It will be comprehensive, assessing the candidate’s comprehensive of all topics discussed in class or in the assigned reading. It will be a combination of multiple-choice questions, matching questions, short answer questions, and possibly one or more essays.
Rubrics for the assignments will be posted on Blackboard.
GRADING SYSTEM
A = 100 – 90 B+ = 89.99 - 85
The instructor may modify the syllabus if it is in the best interest of the students.

B = 84.99 – 80
C = 74.99 – 70
D = 64.99 – 60
C+ = 79.99 - 75
D+ = 69.99 - 65
F = 59.99 – 0
SPECIAL NEEDS
In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is the right of all.", and "the State shall extend efforts to achieve fair and appropriate access in education for all". Qatar University seeks to ensure fair and appropriate access to programs, services, facilities, and activities for students with special needs. Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs.
Please contact the Office for Disability Services to coordinate reasonable accommodations for students with documented disabilities.
Special Needs Section
Student Activities building
Men’s Campus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802; Email: specialneeds@qu.edu.qa
; Office hours: 7:30 AM – 2:30 PM
STUDENT COMPLAINTS POLICY
Students at Qatar University have the right to pursue complaints related to faculty, staff, and other students. The nature of the complaints may be either academic or non-academic. For more information about the policy and processes related to this policy, you may refer to the students’ handbook.
ACADEMIC HONESTY
Qatar University is an academic community actively engaged in scholarly pursuits. As members of this community, students are expected to recognize and honor standards of academic and intellectual integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work when it is submitted for academic credit. Qatar University encourages students to be responsible and accountable for their decisions and actions. Any attempt by students to present the work of others as their own or to pass an examination by improper means is regarded as a most serious offense and renders those students who do so liable to disciplinary action. Assisting another student in any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic dishonesty and plagiarism are described on page 37 in the Qatar
University Student Handbook.
LEARNING SUPPORT
Qatar University operates Learning Support Centers on each campus to provide services to students to supplement their in-class instruction and ability to meet course requirements. These services include tutoring, acquiring efficient learning skills and strategies, academic and learning assessment (in conjunction with the Counseling Center), and writing labs and workshops. Information about the
Learning Center may be found at http://www.qu.edu.qa/students/services/slsc/
The instructor may modify the syllabus if it is in the best interest of the students.

Appendix
QATAR NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS
1.
Structure innovative and flexible learning experiences for individuals and groups of students.
2.
Use teaching strategies and resources to engage students in effective learning.
3.
Foster language literacy and numeracy development.
4.
Create safe, supportive, and challenging learning environments.
5.
Construct learning experiences that connect with the world beyond school.
6.
Apply information and communication technology in managing student learning.
7.
Assess and report on student learning.
8.
Apply knowledge of students and how they learn to support student learning and development.
9.
Apply teaching/subject area knowledge to support student learning.
10.
Work as a member of professional teams.
11.
Build partnerships with families and the community.
12.
Reflect on, evaluate, and improve professional practice.
________________________________________________________________________
In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is the right of all.", and "the State shall extend efforts to achieve fair and appropriate access in education for all". Qatar University seeks to ensure fair and appropriate access to programs, services, facilities, and activities for students with special needs. Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs. Please contact the Office for Disability Services to coordinate reasonable accommodations for students with documented disabilities.
The instructor may modify the syllabus if it is in the best interest of the students.