COURSE TITLE:
EFFECTIVE INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
INSTRUCTOR:
STACEY SHAW, M.Ed.
541/399-6676
stacesha@gmail.com
CLOCK HRS:
OREGON PDUs:
30
30
ASSIGNMENT CHECKLIST
This assignment checklist will help you plan your work. Please check off completed items.
CLOCK, PDU, 400 LEVEL, or 500 LEVEL ASSIGNMENTS
A.
INFORMATION ACQUISITION:
___ #1: Introduce yourself in 1-2 pages. Send to instructor.
___ #2: Read introduction. Write essay 3-5 pages.) Send to instructor.
___ #3: Read Chapter 1. Write 2-3 pages. Send to instructor.
___ #4: Read Chapter 2. Respond. Send to Instructor
____#5: Read Chapter 3. Respond. Send to instructor.
____#6: Answer reading strategy question. Send to instructor.
NOTE: If you are doing this course for Clock Hrs or PDUs then you are done.
400 & 500 LEVEL ASSIGNMENTS
B.
LEARNING APPLICATION:
____#7: Describe 3 new preparations will you make in your classroom. Send to instructor.
____#8: Design lesson for advanced level ELLʼs that incorporates strategies. Send to instructor.
____#9: Create and implement lesson. Describe response in 2-3 pages. Send to instructor.
500 LEVEL ASSIGNMENT
___ #10: In addition to the 400 level assignments, complete one of the following and send to instructor.
• Read Chapter 6. Describe SQ4R process and application.
• Find 5 resources online that will assist you in lesson planning for ELLʼs.
• Another assignment of your own design, with the instructorʼs prior approval.
400 & 500 LEVEL ASSIGNMENT
C.
INTEGRATION PAPER:
___ #11: Complete a 2-3 page Integration Paper as described in the syllabus. Send to instructor.
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video, audio tape, photo collage, a collection of products,
letters to editor, brochure and Web pages) may be submitted as substitute assignments with the
instructorʼs prior approval.
• To maintain privacy, please do not refer to students in your papers by their actual names, but
rather use an alias or designation such as “Student A.”
Effective Instruction For ELL
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COURSE TITLE:
EFFECTIVE INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
INSTRUCTOR:
STACEY SHAW, M.Ed.
541-399-6676
stacesha@gmail.com
CLOCK HRS:
OREGON PDUs:
30
30
COURSE DESCRIPTION
Today, we have English Language Learners in most K-12 classrooms, and it is imperative that all
teachers know and understand effective instruction methods for language diverse classrooms. This
course will focus on a holistic approach to teaching in language diverse classrooms. We will learn about
effective strategies in classroom environment/set-up, scheduling, lesson planning, instruction, and content
delivery methods that support the English language development and literacy of all students in a multilingual classroom.
This course will be useful to all K-12 teachers, particularly K-5 teachers in all subject areas. Required text:
Easy Ways to Reach & Teach English Language Learners: Strategies, Lessons, and Tips for Success
with ELLs is available used from Amazon for $7.50.
LEARNING OUTCOMES:
Upon completion of this course, participants will have:
1. Learned how to assess the classroom environment for best-practices in ELL language
development, and to create a classroom that supports language development.
2. Learned the foundational concepts in second language acquisition
3. Delivered instruction that supports the English language development of diverse ELLʼs in the
classroom
4. Learned how to deliver required content instruction with the language acquisition support that
ELLʼs require.
5. Acquired a sense of empowerment and a range of teaching ʻtoolsʼ to immediately use in the
classroom.
6. Demonstrated the ability to create relevant lesson plans and units for ELL students.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participantʼs their choice of 30 Washington State Clock Hours or 30 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Completion of Information Acquisition assignments
30%
2. Completion of Learning Application assignments
40%
3. Completion of Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL COURSE INFORMATION
REQUIRED TEXT
Easy Ways to Reach & Teach English Language Learners: Strategies, Lessons, and Tips for Success
with ELLs in the Mainstream Classroom, 2008, by Valerie Schiffer Danoff. Scholastic. ISBN 13 978-0-43990015-7
MATERIALS FEE
Required text available for $7.50 used at Amazon.com or another bookseller of your choice.
HEADING REQUIRED FOR ALL ASSIGNMENTS
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
Effective Instruction For ELL
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Instructor Name:
Course Name:
Level: Clock/ PDU/Credit (400 or 500)
Approved 7/19/2011
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
Introduce yourself in 1-2 pages.
Send to instructor: stacesha@gmail.com Subject line to read ʻELL Instruction #1ʼ
Assignment #2:
Read the introduction. Essay assignment: Describe your prior knowledge, understanding, and experience
of English Language Learners. (3 to 5 pgs)
Send to instructor: stacesha@gmail.com Subject line to read ʻELL Instruction #2ʼ
Assignment #3:
Read Chapter 1. What are 5 influences that you consider particularly important to understand and be
aware of as a teacher of ELL students? (2 to 3 pgs)
Send to instructor: stacesha@gmail.com Subject line to read ʻELL Instruction #3ʼ
Assignment #4:
Read Chapter 2 in Danoff. At what stage of second language development, lasting up to two years, may a
student appear to be fluent when they are speaking, although they still need to develop academic
language? What are 7 characteristics of ELLʼs at this stage?
Send to instructor: stacesha@gmail.com Subject line to read ʻELL Instruction #4ʼ
Assignment #5:
Read Chapter 3 in Danoff: Have you already employed any of the general instructional strategies
described in this chapter? If so, which strategies have you utilized? Are there new strategy ideas here that
you would like to incorporate in the classroom?
Send to instructor: stacesha@gmail.com Subject line to read ʻELL Instruction #5ʼ
Assignment #6:
Answer the following: What is 1 important reading strategy you can use to support ELL students during
unit studies or thematic units?
Send to instructor: stacesha@gmail.com Subject line to read ʻELL Instruction #6ʼ
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility (they will often be glad to sponsor
community-based learning) or with students in another teacherʼs summer classroom in session.
Assignment #7:
(Required for 400 and 500 Level)
Chapter 4. Describe 3 new preparations you will make in your classroom and pre-instruction now that you
have read this chapter. Send to instructor.
Send to instructor: stacesha@gmail.com Subject line to read ʻELL Instruction #7ʼ
Assignment #8:
(Required for 400 and 500 Level)
Design a reading lesson for advanced level ELLʼs that incorporates appropriate strategies. (Use Danoff,
p. 54-57 as a resource)
Send to instructor: stacesha@gmail.com Subject line to read ʻELL Instruction #8ʼ
Assignment # 9:
(Required for 400 and 500 Level)
Create a lesson plan, incorporating ELL strategies, to use in your classroom. Implement your lesson, and
in 2-3 pages describe how students responded to the lesson. Describe any improvements in student
learning that may have occurred.
Send to instructor: stacesha@gmail.com Subject line to read ʻELL Instruction #9ʼ
500 LEVEL ASSIGNMENT
Assignment #10: (500 Level only)
In addition to the 400 level assignments, complete one of the following:
Option A)
Read Chapter 6. Describe SQ4R. What is the SQ4R process? Design a plan for applying it to teaching
non-fiction in your district.
Send to instructor: stacesha@gmail.com Subject line to read ʻELL Instruction #10-Aʼ
OR
Option B)
Find 5 resources online that will assist you in lesson planning for ELLʼs and describe how you plan to use
these resources.
Send to instructor: stacesha@gmail.com Subject line to read ʻELL Instruction #10-Bʼ
OR
Option C)
Another assignment of your own design, with your instructorʼs prior approval.
Send to instructor: stacesha@gmail.com Subject line to read ʻELL Instruction #10-Cʼ
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ADDITIONAL ASSIGNMENT REQUIRED FOR UNIVERSITY QUARTER CREDIT
400 & 500 LEVEL ASSIGNMENT
C. INTEGRATION PAPER
Assignment #11:
(Required for 400 and 500 Level Credit)
Write a 2-3 page Integration Paper answering these 5 questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: stacesha@gmail.com Subject line to read ʻELL Instruction #11
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Stacey Shaw, M.Ed has many years of experience as an ELL program instructor and administrator at the
middle school and elementary school levels. In addition, she has experience as a Spanish literacy
instructor for children and adults. Stacey learned a second language as an adult, and understands firsthand the processes involved in second language acquisition. She has a passion for language and a trackrecord of developing highly successful ELL and Spanish literacy programs for second language learners.
Stacey received her Bachelor of Arts from The Evergreen State College in 1992. Her undergraduate
studies focused on bilingual education, Spanish language, and Latin American Studies. She received her
Master of Arts in Education from Prescott College in 2003.
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EFFECTIVE INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS
BIBLIOGRAPHY
th
Peregoy, Suzanne F, and Boyle Owen F, Reading, Writing, & Learning in ESL, 5 Edition, Allyn &
Bacon, 2008, paperback, 480 pages, ISBN 978-0205626847
This edition provides a wealth of practical strategies for effective instruction and literacy strategies for
English learners in the ESL, bilingual, and general education classrooms. Real-life scenarios are used to
illustrate concepts, enhance readability, and make the text user-friendly.
Rea, Denise M, and Mercuri, Sandra P, Research-Based Strategies for English Language Learners:
How to Reach Goals and Meet Standards, K-8, Heinemann, 2006, paperback, 128 pages. ISBN 9780325008103
This book addresses standards through four proven, effective scaffolds for learning: modeling,
contextualizing, thinking about thinking, and reframing information. This text includes lesson plans and
suggestions on implementation, as well as a review of the research supporting each lesson and scaffold.
Danoff, Valerie Schiffer, Easy Ways to Reach & Teach English Language Learners: Strategies,
Lessons, and Tips for Success With ELLs in the Mainstream Classroom, Scholastic Teaching Resources,
2008, paperback, 80 pages, ISBN 978-0439900157
Danoff provides very readable theory in each chapter and gives highly effective reading, writing, and
content-area teaching strategies to support ELLʼs at all levels.
Kress Ed.D, Jaqueline E, The ESL/ELL Teacherʼs Book of Lists 2 edition, Jossey-Bass; 2008,
paperback, 384 pages, ISBN 978-0470222676
This is a must-have resource for teaching ELL/ESL students at the K-8 levels. The comprehensive ready
materials save a lot of time and give great ideas for covering the concepts that ELLʼs need to master.
Samway, Katharine, Teaching English Language Learners: Grades 6-12: Strategies That Work (Theory
and Practice) Scholastic Teaching Resources, 2008, paperback, 320 pages, ISBN 978-0439926485
Taking a unique approach to addressing the instructional needs of ELLʼs , this book provides real
situations and issues that teachers may encounter when working with ELLs, and offers grade-level
appropriate solutions, teaching approaches, and activities to address them.
Helman Ph.D, Lori, Literacy Development with English Learners: Research-Based Instruction in Grades
K-6 (Solving Problems in the Teaching of Literacy) The Guilford Press, 2009, paperback, 271 pages,
ISBN 978-1606232422
Current research in best-practices for ELLʼs is given along with extremely effective instructional practices
for elementary students with varying degrees of English proficiency. Key components of literacy
instruction are broken down, including phonemic awareness, phonics, fluency, vocabulary, and
comprehension.
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