San Diego State University
PLC 915A
ELD/SDAIE Methodology in the Content Areas
Spring 2014
Department of Policy Studies in Language and Cross-Cultural Education
Instructor:
Telephone
E-mail:
Dr. Elsa Billings
(619)
billings@mail.sdsu.edu
Office:
EBA 221-A
Fax:
(619) 594-7175
Office Hours: Wednesday before and after class
by appointment (please email for
appointment)
Course Day/Time: Wednesday from 4:00-6:40pm
Location: LSN 134
Course Description
This course is designed to equip teacher candidates with the knowledge and skills to effectively
organize and implement research-based instruction that meets the needs of language learners in
bilingual, mainstream, and English language development (ELD) programs through ELD and
specially designed academic instruction in English (SDAIE) methods. We will explore the
historical legal context in educating language learners. We will examine the psycho-linguistic and
socio-linguistic principles upon which modern methods of L2 teaching are based. We will delve
into California’s new ELD Standards. Students will design lessons and assessments based on the
ELD standards and Common Core Standards in the content areas, and that integrate researchbased instructional strategies. The course content will be learned through the kinds of experiential,
participatory and process-oriented strategies that are used in successful English language
development classrooms and that build reflective practices.
Course Objectives:
Upon completing the course students will be able to:
1. Examine own knowledge about and attitudes toward language issues involving the
education of language minority students (TPE 13);
2. Define the basic principles of ELD/SDAIE methods and describe their implementation in
classroom contexts (TPE 1-9, 11);
3. Apply the California State ELD Standards, as well as the Common Core Standards for
English Language Arts/Science/Math Content Areas to lesson planning (TPE );
4. Identify and apply the principles and procedures of different L2 methods in lesson plans
and learning activities (TPE 4-9, 11);
5. Create formative and summative assessments to assess both the language skills and
content understanding of L2 learners in order to effectively plan instruction based on
California State ELD Standards and Common Core Content Area Standards; and,
students’ linguistic and content understanding strengths and needs (TPE 2, 3, 8); and,
6. Develop a set of tools to access research/resources and to relate these to practice within
the classroom (TPE 13).
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Americans with Disabilities Act Policy
It is the policy of SDSU to make reasonable accommodations for qualified students with
disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with
disabilities needs accommodations, the student must notify the Director of Student Disability
Services. Procedures for documenting student disability and the development of reasonable
accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Disability Services when each request for
accommodaqtion is approved or denied in writing via a designated form. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of
Student Disability Services will not discuss the accommodation needs of any student with
instructors. Faculty may not make accommodations for individuals who have not been
approved in this manner.
Required Texts:
1. Herrell, A. & Jordan, M. (2012). Fifty Strategies for Teaching English Language Learners, 4th
Ed. New Jersey: Pearson Education.
2. Gibbons, P. (1993). Learning to Learn in a Second Language. Portsmouth, NH:
Heinemann.
3. Carr, J. (2013). The Map of California ELD-Common Core/ELA Standards. San Francisco,
CA: WestEd. Available at: http://www.jcarrmaa.com/category-s/1819.htm
4. Additional articles to be distributed in class and online via our Blackboard classroom
website.
Required Websites:
 California English Language Development Standards:
http://www.cde.ca.gov/sp/el/er/eldstandards.asp
 California Common Core State Standards for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects
http://www.cde.ca.gov/be/st/ss/documents/finalccsselamar2013.doc
 California Common Core Standards for Mathematics:
http://www.cde.ca.gov/ci/ma/cf/documents/ccssmathapril2013.doc
 Stanford University’s English Learner Video Library:
www.ellib.stanford.edu
 Stanford’s Understanding Language Website:
http://ell.stanford.edu/
 Blackboard Course Site
Recommended Text:
 Zwiers, J. (2008). Building Academic Language: Essential Practices for Content Classrooms,
Grades 5-12. San Francisco:Jossey Bass.
 O’Malley, J. & Pierce, L. (1996). Authentic Assessment for English Language Learners:
Practical Approaches for Teachers
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Grading and Evaluation
Class work, projects and written assignments and tests will be weighed for the total course
grade according to the following weighted scale:
1. Attendance
2. Participation
3. Weekly reflective responses & activities
4. A group workshop & activity presentation
5. A SDAIE lesson assessment rubric
6. 1 SDAIE lesson plan
TOTAL
10%
10%
20%
15%
20%
25%
100%
NOTE ON SUBMITTED WORK: All written assignments should be typed, double-spaced and
edited for usage and mechanical errors. Appropriate references to readings and other resources
should be included.
The content of all 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. Please
submit work that demonstrates the quality of a future teacher and of a post-baccalaureate course. See
policy for attendance and late papers.
Points and Grade Equivalents
(100-95%)
=A
(79-75%)
(94-90%)
= A(74-70%)
(89-85%)
= B+
(69-65%)
(84-80%)
=B
(64-60%)
= B= C+
=C
= C- (Not Passing)
Credential students are expected to produce high quality work that does not fall lower than a “C”;
conversely, the grade of “A” is not simple or easy to earn. Should the quality of a product not be
up to the professor’s standards as outlined in the rubrics, the student may be asked to resubmit the
work so that it reflects an understanding and adherence to the criteria included in the grading rubric.
Homework Policy:
1. All assignments must be completed by the due dates. I only accept late assignments if you make
arrangements PRIOR to class time. If you are sick or have a personal emergency, email or call
me BEFORE class. We will then discuss your options for turning in the assignment. All late
assignments, without exception, will automatically be penalized 10% off the total score for each
day late, even if you make arrangements to turn it in late. Assignments submitted five or more
days late will not receive credit.
2. All assignments must be submitted in order to earn a passing grade for the course.
Electronics policy
1. No cell phones or texting permitted during class. Phones must be kept out of eyesight (off the table
or desk, and inside a closed purse or backpack) and on “silent” during class. Do not take out your
phone during class time to check voice or text messages. If you have an emergency situation (e.g.,
relative in the hospital, etc.) and need to keep your phone on and in eyesight, let the instructor know
before class.
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2.
Laptops are permitted if used for the following purposes:
Taking class notes (you may be asked to send me your notes at the end of class)
Referring to PLC 915A materials
If a student uses a laptop for other purposes, s/he will be asked to put it away and discontinue use
of the laptop during class for the balance of the semester.
Description of Course Requirements:
Note: The course requirements outlined below are guidelines with which to begin the course; in keeping with
problem-posing format of the class, it is possible that course products may change to more accurately reflect the
needs of the students and professor.
1. Attendance: Weekly (Be sure to sign in each class!)
This class has both face-to-face and online sessions. Attendance will be taken weekly.
Attendance at all class sessions, including online sessions, is required. More than 1 absence or
excessive tardiness (more than 2 days tardy) will result in lowering of final grade by ½ a
grade. Tardiness is arriving 5 minutes or more late OR leaving class before the end time. Either
will be counted towards an absence. More than 1 absence or excessive tardiness will result in
lowering of final grade. A student with more than 2 absences cannot earn an A in the course.
Students who are excessively late for class or who leave class early will receive a final grade that is at
least one grade lower than the computed grade.
2. Participation: Weekly
Participation in class and online is valuable to you and to the community of learners to which we
belong. Therefore, interaction with peers is an essential component of this course and our
learning. Because our time together is short and precious, it is important that you come to class
having read the assignments and prepared to engage in discussions and activities centered on the
readings. In class activities and discussions (for both f2f and online sessions) have been designed
for you to demonstrate your ability to apply your knowledge. I also learn about you and your
interaction with others through our class discussions and activities.
3. Weekly Reflective Responses and Activities: Various due dates
Throughout the course, you will respond to readings and videos via written reflective responses
and activities. These reflective responses and activities serve to help you gain clarity on concepts
and information from class, by bringing together your own personal classroom observations and
experiences, while making connections to readings, and critically examining the information and
concepts covered. These activities help me to better understand the meaning you are making of
the concepts and information we cover in class. A rubric describing criteria for the Threaded
Discussion Board (TBD) postings will be distributed in class and posted on our BB site.
4. A Group Workshop Presentation: Due throughout the semester
In teams of 3, you will work as a professional team to prepare, present key concepts in the
assigned chapter. Teams will also lead PLC 915A class participants in a hands-on activity that
will foster a deep understanding of the strategy covered in the assigned chapter and connect to
the California ELD Standards.
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There are several purposes of the group workshop presentation. First, this will allow you to
efficiently cover and process the material and teaching strategies covered in the texts, leading to
collaborative learning. Second, the workshop gives you an opportunity to lead a teacher directed
activity involving the dissemination of critical content. The information from the readings, along
with each group’s summary will be utilized in constructing the SDAIE Lesson Plan, which serve
as the signature assignment of PLC 915A. The third purpose of these presentations is to give you
the opportunity to share lesson plans and activities that model a student-centered process.
Lastly, these presentations help to support you in developing collaboration and presentation skills
of key educational concepts and processes utilizing relevant materials, research, and technology.
Presentations should be prepared by the team to model a workshop format. You will work as a
professional team in preparing, presenting, and demonstrating key concepts.
Workshop Components:
a) Prepare and distribute a written summary of the presentation components and key chapter
concepts for each member of the class. This should not be a regurgitation of the chapter, but
a summary in your own words.
b) Lead one or several activities that involve hands-on class participation and reflects the key
concepts of the chapter. The time allotted for the workshop presentation will be 20 minutes.
Each team will provide the instructor with
a) An organizational plan that identifies team members and details how the task was divided by
team members along with a description of the class activity.
b) One copy of a summary/outline plan that will be distributed to each class member. Plan must
identify an ELD standard and objective (based on appropriate grade and ELD level). See
course syllabus for presentation dates.
Evaluation:
A rubric will be used to evaluate each team’s presentation. The team will receive a grade for the
presentation of chapter summary/outline, the relevance and connection of the
activity/presentation to the key points of the chapter, professionalism in appearance and
presentation, and staying within the time frame. Please review rubric to ensure that each
element is addressed in your workshop presentation.
5. 1 SDAIE Summative Lesson Assessment Rubric: Due Week 10
Purpose: The purpose of the SDAIE Summative Lesson Plan Assessment Rubric Assignment is
to apply and articulate your knowledge of the CA ELD Standards, the Common Core Standards
in the Content Areas, and L2 acquisition theory by developing a summative (to occur at the end
of the lesson) assessment piece that assesses both the linguistic and content objectives of a lesson
you have designed. For this assignment, you will draw on the readings, lectures, and class
discussions to design an assessment piece you can use in your own classroom with your own
students. You will explicitly identify the ELD proficiency level, as well as the mode/s of
communication that your assessment addresses. The assessment you design should be summative
in the sense that it is to occur at the end of a lesson, rather than in the midst of a lesson. This
assignment may be completed individually or with a partner.
6. 1 SDAIE Lesson Plan (Signature Assignment): Due _Week 15
Purpose: The purpose of the Lesson Plan Assignment is to provide the teacher candidate with
practice planning instruction for a diversity of language learners in the classroom based on
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classroom curriculum and guided by the CA ELD Standards, the Common Core Standards in
the Content Areas.
Step 1: Evaluate a SDAIE Lesson Plan. Working with a partner, you will evaluate a lesson to
determine the extent to which it meets both the linguistic and academic needs of language learners.
You may evaluate a lesson you have written or someone else’s lesson (be sure to identify the source).
You will use the PLC Lesson Plan Template, Guidelines & Rubric to evaluate the lesson plan, giving
a score for each area identified in the rubric. You must justify your ratings.
Step 2: Revise your own SDAIE lesson. Based on the evaluation you conducted in Step 1, you will
revise the lesson plan, meeting the areas of weakness and the gaps previously identified. On BB, you
will submit a) the original lesson plan, b) the rubric with scores & justifications, and, c) the revised
lesson, with changes highlighted in different color font or highlights.
The revised lesson should address both one CA ELD standard and one Common Core Content
Area Standard. It should incorporate the effective principles, strategies, and practices of ELD &
SDAIE methodologies, drawing on readings, videos, other class materials, and discussions. The
lesson will include instructional plans for one proficiency level of language learners (Emerging,
Expanding, or Bridging) with ideas for how to differentiate the lesson for other levels. The lesson
will address one of the modes of communication (Collaborative, Interpretive or Productive).
Lesson plan guidelines and rubric will be provided in class.
Evaluation:
Grading will be done using the Lesson Plan Rubric and is based on the completeness and
thoughtfulness in meeting each lesson plan element identified in the Lesson Plan Template and
expanded upon in the Lesson Plan Guidelines. Pairs will receive a grade for their lesson plans
based on the completeness of the lessons, appropriateness of the lessons as related to the
language proficiency level identified, the mode of communication identified, and the
incorporation of ELD/SDAIE methods and strategies discussed, read about, and viewed in class
and via homework assignments.
Plagiarism is defined as “the unauthorized use or close imitation of the language or thoughts of another
author and the representation of them as one’s own original work.” (Random House Dictionary of the
English Language, 1987). All sources of reference from which students take quotations, major theories or
concepts or instructional materials for lesson plans or papers must be properly cited. Plagiarism will not be
tolerated. Such work will result in a zero for the assignment and referral to Student Affairs for possible
suspension or expulsion.
This course is divided into three major modules.
Module 1: The first module covers the basis for our responsibilities as teachers of English learners
(ELs). It addresses foundational information in federal and state policies in teaching
ELs, and the theoretical basis in acquiring another language. Module 1 lays the
foundation that will allow us, as teachers, to make educated and informed choices as
educators and advocates for our ELs.
Module 2: The second module focuses on English language development (ELD), including the
California English Language Development Standards and research-based strategies we
can use to support ELs English acquisition.
Module 3: The third module builds on the first two, as we apply what we have learned to support
ELs’ access to grade-level content, guided by the California Common Core Standards in
the Content Areas, in addition to the CA ELD Standards. While this course covers
much material, it is in no way the end of our learning about how best to meet the needs
of language learners. Indeed, it is just the beginning…
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PLC 915A AGENDA & ASSIGNMENTS
Spring 2014
(The following schedule is a working document
and is subject to change.)
Class
Class Topics & Activities
Date
Week 1 1. Course Overview
2. Developing a Community of
f2f
Inquiry
1/22
Week 2  Due: Jigsaw Summary on
f2f
Assigned Federal or State
1/29
Policy/Legislature
 Workshop Model and
Assignment Overview
Homework
Assignments due in next week’s class
Read:
1. Gibbons, Ch. 1
View:
1. Stanford EL library website: L2 Theory & Policy:
 Legal and Policy Issues:
o Ed 375.1: Legal Initiatives and Issues in Bilingual Education
o Ed 375.2: Office of Civil Rights, ELL Program Evaluation and
Castaneda Standards
Do:
1. Jigsaw: Research the federal or state policy/legislation assigned to you. Respond to
questions provided. Post response on BB to your assigned group space
2. Online Survey (found on BB)
Read:
1. Gibbons, Chs. 2-3
View:
1. Stanford EL library website: L2 Theory & Policy
 Legal and Policy Issues:
o 375.3: Filing Complaints about ELL Law Violations
o 375.4: Title VII and Evaluation of Bilingual Education
Do:.
1. Fed/State Policy Team Presentations: With your jigsaw team, discuss and
determine the essential information on the policy/legislation assigned to you.
Use the questions from Assignment 1 to guide you. Create a summary of this
information. Decide how your group wants to share this information. Be
prepared to conduct a 7 minute presentation summarizing key information in
class next week.
2. Journal: 3-2-1 Response to Non-Fiction Guide: Use the 3-2-1 Response to
Non-Fiction Guide found on BB to respond to each assigned chapter from
Gibbons. Post on BB. (You may create your own version of 3-2-1, if easier to
complete).
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Week 3  Due: Federal & State Policy
f2f
Presentations
2/5
 Debrief 3-2-1 Guides
 Federal & State Policies in
Serving ELs
*Week 4  Debrief KWLS
 Stages of 2nd Language
f2f
Acquisition
2/12
Read:
1. Gibbons, Chs. 4-6
Do:
 Journal: Inquire and identify the EL program model of the school where you are
student teaching; the types of programs/classes offered for ELs learning English and
in the content areas
 Complete a K-W-L-S chart for each assigned chapter. Post on BB.
Read:
1. TBA
View:
1. Stanford EL library website: L2 Theory & Policy
 Second Language Acquisition
o 375.7 Second Language Acquisition and Bilingualism
o 375.8 Krashen’s Communicative Theory and Second Language Acquisition
o 375.9 Contrastive Analysis and Cummins’ Iceberg Theory
o 375.10 First Language Development and Impact on L2 Learning
Do:
1. Complete Video Viewing Guide for each video viewed this week. Post on BB
Journal Space.
2. Online Discussion to article: Details to be provided
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Week 5  Program Models Serving ELs
 Intro to New CA ELD
f2f
Standards
2/19
Week 6  Theories in L2 Acquisition,
Part 1
f2f

Supporting ELs’ Interpretive
2/26
skills
 Student Workshop
Read:
1. Review the CA ELD Standards for the grade level of your choice, found at:
http://www.cde.ca.gov/sp/el/er/eldstandards.asp
2. Appendices A & B of CA ELD Standards, found at:
http://www.cde.ca.gov/sp/el/er/eldstandards.asp
Do:
1. Journal Response to Appendix A & B of CA ELD Standards. Reflect on the ELs in
your classroom or a classroom in which you have recently engaged. How does the
information provided in Appendices A & B support your understanding of how to
best meet their linguistic and academic needs? In what ways might this information
guide your instruction (how might you draw on it as a teacher)? What information is
lacking? Do you have a critique or criticism of the Appendices?
2. Print a copy of the ELD standards for the grade level of your choice. Bring to next
class.
Read:
1. Gibbons, Ch. 8: Learning to Listen and…
View:
1. Stanford ELL Video Library: ELD: Education 376: English Language Development:
 Listening and Speaking
• 376.2 Developing Active Listening Skills
• 376.3 Enhancing Comprehension – Listening & Speaking
Do:
1. Complete Video Viewing Guide for each video viewed this week. Post on BB Journal
Space. What connections do you notice between the pedagogical elements shown in
the video cases and the points raised in Gibbons, Ch. 8?
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Week 7  Lesson Planning:
 Overview of CA New
ELD Standards:
3/5
Proficiency Level
Continuum, Modes of
Communication, and
Language Awareness
 Writing Objectives
 Student Workshop
Week 8  Due: Team ELD
Observation Protocol

Lesson Planning ~
3/12
Assessment: How do we
know what they know?:
Assessing the language
demands in the content
areas. Designing
assessments to assess your
ELD & Content objectives
 Student Workshop
Week 9  Lesson Planning: Writing
Objectives Cont’d
f2f
3/19  Assessment: Designing
Assessments that assess both
ELD and Content area
objectives
 Student Workshop
Read:
1. Article distributed in class
Do:
1. ELD Observation Protocol Assignment in Teams of 2-3 (See Guidelines distributed in
class). Post on BB (be sure to include all team members’ names). Bring a hard copy to
class.
2. In preparation for an in-class activity: For our next class, identify and bring in the
following information based on your current classroom placement/volunteer/or an
imaginary class (type a hard copy for class). I will have an imaginary class set if you
choose:
 Grade level
 ELD Proficiency Level/s
 Content area standard
 Content objective
 ELD standard
 Content Objective
Read:
1. O’Malley & Valdez-Pierce, Ch. 4: Oral Language Assessment (on BB)
2. O’Malley & Valdez-Pierce, 7: Content Area Assessment (on BB)
Do:
1. Design a SDAIE Lesson Plan Assessment draft. Use the information provided in
class and in this week’s readings. Post on BB by midnight on Sunday, 10/17 in your
assigned team space.
2. Give critical and constructive feedback to each peer by Wednesday, 3/19.
View:
1. Stanford ELL Video Library: ELD: Education 376: English Language Development:
 Listening and Speaking
 376.4 Supporting Speaking Skills
 376.5 Guiding Speaking Skills
 376.7 Ms. Tong’s Reflection – Listening & Speaking
Do:
1. Revise your SDAIE Lesson Plan Assessment based on information provided in class,
via this week’s reading, and the feedback received by your peers. Post on BB. (Due
3/26)
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Week 10  Due: SDAIE Lesson Plan
f2f
Assessment Assignment
3/26  Supporting ELs’ productive
skills
 Student Workshop
Read:
1. Gibbons, Ch. 7: Reading in a Second Language
View:
1. Stanford ELL Video Library: ELD: Education 376: English Language Development:
 Reading and Writing
o 376.14 Developing Meaningful Reading
o 376.15 Developing Academic Vocabulary
Do:
1. Journal response to video cases: TBD
Week 11
4/2
Enjoy!!!
Week 12  SDAIE: Supporting ELs’
Access to Grade level,
f2f
Content Area Texts
4/9
Read:
1. Reciprocal Teaching, Ch. 1 (found on BB)
2. Text TBA in conjunction with RT assignment (below)
View:
1. Reciprocal Teaching Videos
Do:
1. Reading strategy assignment ~ Reciprocal Teaching (RT):
 Create a 4 Door Chart based on the text you were assigned to read. Bring this
to share with you group.
 Develop your persona for next week’s RT activity. Bring props as needed.
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 Due: RT Persona & 4 Door
Week 13
Chart
 SDAIE: Building on L2
f2f
Theory & ELD Strategies to
4/16
support Content Instruction
 Student Workshop
Week 14  SDAIE Lesson Plan Critique
and Revision Workshop
4/23
online
 Due: SDAIE Lesson Plan
Week 15  Additional Strategies to
support ELs’ access to
Common Core Standards
4/30
 Student workshop
Week 16  Course wrap up
 Student Workshop
f2f
5/7
Read:
1. Valdés article, found on BB.
View:
1. Stanford ELL Video Library: Content Instruction: Education 377: Content (SDAIE)
Instruction.
 Introduction to Content Instruction (Specially Designed Academic
Instruction in English, SDAIE)
o 377.3 Modeling and Coaching SDAIE: Model Lesson 1
o 377.4 Modeling and Coaching SDAIE: Coaching Session 1
Do:
1. Dual Entry Journal in response to Valdés article.
2. Video Viewing Guide for each video assigned this week.
Do:
1. Signature Assignment: SDAIE Lesson Plan Critique and Revision (Due 12/11)
a. Complete the rubric evaluation of your selected lesson plan. Post on BB.
Read:
1. SIOP Book, Ch. 10: Issues of Reading Development and Special Education for ELs
Do:
1. Complete SDAIE Lesson Plan Revision, using feedback from peers. Due 12/12 on
BB.
You did it!
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