Mon/Tuesday
Carver
PLC 915b Teaching in the Content Area:
English Language Development and Specially Designed Academic Instruction in English
Spring 2014
Margaret A. Gallego, Ph.D. EBA 217A
mgallego@mail.sdsu.edu
Phone 619-594-2707
Office Hours: by appointment
Textbooks and Materials Required
Richard-Amato, P.A. & Snow, M. A. (2005/2008). Academic Success For English
Language Learners: Strategies for k-12 mainstream teachers. Longman, NY.
Herrell, A. L. & Jordan, M. (2011). 50 Strategies for teaching English Language Learners
Course Description
This course is designed to equip Cross-cultural Language and Academic Development
(CLAD) teacher candidates with the knowledge and skills to effectively organize and
implement instruction for limited English proficient students in bilingual and English
language development programs through the use of methods of English Language
Development (ELD) and Specially Designed Academic Instruction in English (SDAIE).
We will explore the historical development of L2 teaching theory and methods in the
United States. We will examine the psycholinguistic and socio-linguistic principles upon
which modern methods of second language (L2) teaching are based. Students will master
instructional strategies and design lessons compatible with these principles. The course
content will be learned through the kinds of experiential, participatory and processoriented strategies that are used in successful bilingual/English language development
classrooms and that build reflective practices and shared decision-making in CLAD
programs.
COURSE OBJECTIVES:
Content/Academic Objectives:
• Define the basic principles of ELD/SDAIE methods and describe their implementation
in CLAD classroom contexts.
• Identify and apply the principles and procedures of different L2 methods in lesson plans
and learning activities.
• Identify and describe instruments and rating scales for assessing language proficiency
and diagnosing language skills of L2 learners in order to effectively plan instruction.
• Design an integrated thematic instruction for students of various levels of language
proficiency in English language development in the four language skills using the 4X4
model and principles of English Language Development (ELD) and Specially Designed
Academic Instruction in English (SDAIE) in the content areas in conjunction with the
SIOP model.
Language Objectives:
• Demonstrate understanding of key vocabulary associated with teaching/learning
language acquisition: (e.g. affective filter, comprehensible input, transfer, interference,
communicative competence, ELD, SDAIE, etc.)
1
• Demonstrate ability to use vocabulary/language effectively in a range of settings and
class arrangements (small group, whole group discussion, presentation).
Social Objectives:
• Participate effectively in small working groups (in class; thematic unit).
• Constructively critique peers’ work.
• Maintain a professional attitude throughout the development of lessons/unit
• Actively participate in all in class activities and discussions.
• Come to class/small group meetings prepared to participate fully
Assignment #1
4x4 differentiated lesson plans.
25%
Due: 2/24/14
Lessons constructed using the 4x4 model and ELD/SDAIE principles presented in class
will be submitted via email to instructor. Please label: CarverLASTNAME#1
Assignment #2
Reading Log
15%
Due: Varied
Reading log responding to the following three prompts. (a) Why is this [concept,
topic, issue] important? What are the consequences of not knowing? (b) What evidence is
there of this [topic] in my own learning experience (example from own university
classroom or from student teaching classroom), (c) what questions do I have about
[topic]? Questions can relate to classroom practice as well as language policy; make sure
that at least one of your questions is thought provoking and generates discussion. You
must write your first reading log written on one among chapters 1-6 (theoretical
considerations); the second reading log written on one among chapters 7-10 (socio
cultural implications); the third reading log written one among chapters 11-17
(instruction and assessment) Submit your response ON THE DAY the chapter is
discussed in class via email (have a hard copy or computer access to refer to during class
discussion). NO LATE reading lots accepted; since the intention is that our class
discussion will be based upon and include/address your written questions regarding the
given chapter. Please Label: CarverLASTNAME#2(1,2,3)
Assignment #3
Webcast Presentation Responses
15% DUE: Varied
http://www.colorincolorado.org/atoz/
This website is an incredible professional resource; Three web casts are assigned; it is
your choice from among several topics. Each requires a written response (use the same
as writing prompts as Reading log assignment). Please Label:
CarverLASTNAME#3(1,2,3)
Assignment #4 Partner Content Chapter Presentation 15% Due: WK 7 and Wk 8
Choose one of the 50 strategies (Herrell & Jordan). Conduct a mini lesson demonstrating
the utility of this strategy for ELL students in Elementary/Secondary Grade classrooms
that highlight the information presented in chapters18-24 (content areas). Partners (2
people = 20 min. or 3 people = 30 min.) will sign up in advance for presentation during
face-to-face class sessions. Rubric distributed in-class and via email.
Assignment #5
Essential Question Essay
20% Due: Wk 8
Essay (2-3 pages, double-spaced, 1 inch margins all around, 2-5 references)
response to the Essential Question (below). This essay should provide YOU with a
2
summary of the most important features for YOU to consider (remind yourself) about the
instruction of English language learners (ELLs). The use of citations throughout the
paper will provide the necessary bibliographic information for quick retrieval of this
information for your own review or use with teacher colleagues, principal. There is no
ONE correct answer. Suggestion: Review your reading logs to identify themes that are
important to you. A sample will be distributed via email. Rubric provided in class. Please
label: CarverLASTNAME#5
How can classrooms be structured so that all students, including those who are
English Language Learners, access rigorous standards, demonstrate their
learning across the curriculum, and achieve excellence?
Important Reminders
•
Attendance/Participation. Learning is an interactive process among peers so it is
important to be prepared. Chronic tardiness or leaving class early during face-to-face
class sessions will negatively affect your grade.
•
If you are a student with a disability and believe you will need
accommodations for this class, it is your responsibility to contact Student
Disability Services at (619) 594-6473.
Class Date/ Class Topic & Activities and Assignments
WK 1
1/22 - Carver
Topic: Intro; Organization of the class; assignments and introductions
Materials:
PLC 915 4x4 OVERVIEW document (sent via email)
Syllabus (sent via email)
In class Activity: KWL regarding ELL
____________________________________________________________________
WK 2
Carver:
Readings for day:
1/27
Mora (sent via email)
1/28
Amato chapter: 11,12
Topic: Language Levels and appropriate Instruction
Materials: Bring in 3 ideas for objectives (standards) for 4x4
(4x4 Overview: Part III: Step one and Step two); Look over potential
teaching strategies/activities in 50 STRATEGIES (Herrell & Jordan).
Assignments: Chapter Summary (choose ONE from among chapters 11-17)
In class Activity: 4x4 application activity based on Mora article
Wk 3
Carver
Readings for day:
2/3
(NO class/instructor out of town)
2/4
Amato chapter: 13,14
Topic: Appropriate Instruction and Planning Schemes
Materials: 4x4 Overview: Part III: Step two and Step three; Look over potential
teaching strategies/activities in 50 STRATEGIES (Herrell & Jordan).
Assignments: Chapter summary (choose ONE from among chapters 11-17)
In class Activity: Small group peer review of 4x4 Lesson Plan
3
WK 4
Carver
Readings for day:
2/10
Amato chapter: 15,16
2/11
4x4 Lesson plans drafts
Topic: Appropriate Assessment
Reading Materials: 4x4 Overview: Part III: Step four and Five
Assignments: Chapter summary (choose ONE from among chapters 11-16)
In class activity: Small group peer review of Step 4 and 5 (see above).
_____________________________________________________________________
2/14 – 3/23 NO CLASS; Student Teaching Block Time
_____________________________________________________________________
2/24 Assignment #1 due: Submit your 4x4 Lesson Plans via email for feedback.
2/30 Instructor provides students feedback on 4x4 Lesson plans.
_____________________________________________________________________
WK 5
Carver
3/24
3/25
Readings for the day:
Amato Ch. 1 -6
Webcast #1**
Topic: Theoretical considerations
Materials needed:
Assignments: Chapter summary (choose ONE from among chapter 1-6)
Webcast #1: Your Choice on http://www.colorincolorado.org/atoz/
** During WK5 and WK6 and WK 7 our second session (3/25 and 4/8 and 4/15) we will
not have a face-to -face class session; It is HIGHLY recommended that you use this time
for preparation of assignment #4 Class group chapter presentations scheduled for WK7
and WK8.
_____________________________________________________________________
3/31 – 4/4
SPRING BREAK (SDSU)
_______________________________________________________________________
WK 6
Carver
Reading for the day:
4/7
Amato Ch. 7 - 10
4/8
Webcast #2**
Topic: Socio cultural Issues and implications
Materials needed:
Assignments: Chapter summary (choose ONE from among chapter 7-10)
Webcast #2: Your choice on http://www.colorincolorado.org/atoz/
** During WK5 and WK6 and WK7 our second session (3/25 and 4/8 and 4/15) we will
not have a face-to -face class session; It is HIGHLY recommended that you use this time
for preparation of assignment #4 Class group chapter presentations scheduled for WK7
and WK8.
_____________________________________________________________________
4
_______________________________________________________________________
WK 7
Carver
Readings for the day:
4/14
Amato Ch. 18- 20
4/15
Webcast#3 Choice**
Topic: Content area application of ELD
Assignments: 50 strategies presentations; Rubric provided in class.
Webcast #3: Your choice on http://www.colorincolorado.org/atoz/
** During WK5 and WK6 and WK7 our second session (3/25 and 4/8 and 4/15) we will
not have a face-to -face class session; It is HIGHLY recommended that you use this time
for preparation of assignment #4 Class group chapter presentations scheduled for WK7
and WK8.
_____________________________________________________________________
WK 8
Carver
Readings for the day:
4/21
Amato Ch. 21-24
4/22
Essential Essay draft
Topic: Professionalism and Putting it all together
Reading Materials:
Assignments: Essential Essay Drafts bring 3 hard copies of your draft;
50 strategies presentations; Rubric provided in class.
In class activity: Overview of main themes; Peer review of Essential Essays
4/30
Assignment #5 Essential Essay Final (send via email)
5