PLC 651: Advanced ELD and SDAIE Strategies
3 units, May 21 – July 2, 2015
Instructor: Dr. Kris Rodenberg
Office: SDSU- EBA – 213
This is an online course
Email: jkr1007@earthlink.net
Office Hours: Available on request
http://blackboard.sdsu.edu
Department of Policy Studies in Language and Cross Cultural Education Mission Statement
The Department of Policy Studies in Language and Cross Cultural Education prepares bilingual and
cross-cultural teachers, administrators, and other educators who are reflective and transformational
practitioners in addressing the needs of ethnically and linguistically diverse learners through collaboration
with schools, families, and community.
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. Applicable to the
Multiple Subject or Single Subject Clear Teaching Credential.
The course combines use of readings, websites, discussion boards, and the PIARA (Plan, Instruct,
Assess, Reflect, and Apply) assessment system to prepare general educators to teach English Learners.
Support during this course includes online discussion boards with peers, responses to written reflections,
and instruction and support in the PIARA process (in collaboration with TE 602B).
PLC 651 provides candidates with background, skills, and knowledge necessary to address the
needs of English language learners (ELLs) in both (ELD) and mainstream classroom settings.
Participants review current policy, research and theory on best practices in assessing and educating ELLs
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 components of Program Standard 5—Pedagogy:
 Improve in ability to reflect upon and apply the California Standards for the Teaching Profession
and specific pedagogical skills for subject matter instruction beyond what was demonstrated for
the preliminary credential.
 Utilize adopted academic content standards and performance levels for students, curriculum
frameworks, and instructional materials in the context of one’s teaching assignment.
 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).
 To ensure academic achievement for special populations,
Candidates apply the following components of Program Standard 6—Universal Access (Teaching English
Learners):
 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 the 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 California Standards Test (CST), 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): grade-level
academic language instruction, ELD by proficiency level, and/or content-based ELD.
 Instruct English learners using adopted standards-aligned instructional materials.
 Differentiate instruction based upon their assessment of students' language proficiency, culture,
level of acculturation, and prior schooling.
Required Reading – you will need the following texts
Herrell, A. & Jordan, M. (2011). Fifty Strategies for Teaching English Language Learners, 4th Ed. New
Jersey: Pearson Education. You need to purchase this book! (I would just go on Amazon or check my
local college library for a copy to use)
State of California ELD Standards:
http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf
Trumbull, Elise & Pacheco, Maria (2005) Volume I: Human Development, Culture, and Cognition, The
Education Alliance at Brown University – digital text
(this book has been uploaded for student use in our course Blackboard site under “Documents” so you do
NOT need to purchase it). This text is referred to as “T & P” in course assignments.
Various articles and website resources, posted under “Course Documents” on our class Blackboard site
Recommended Additional Resources
TESOL Publications (1997). ESL Standards for Pre-K-12 Students
ONE of the following TESOL Publications (per your grade level):
Integrating the ESL Standards Into Classroom Practice: Grades Pre-K-2; Edited by: Betty Ansin
Smallwood
Integrating the ESL Standards Into Classroom Practice: Grades 3-5; Edited by: Katharine Davies
Samway
Integrating the ESL Standards Into Classroom Practice: Grades 6-8; Edited by: Suzanne Irujo
Course Assignments and Due Dates
Please read the “Course Calendar and Assignments” page posted separately. This will provide a pacing
guide, list what you should do each week, what is due and when, how to submit your work, and point
values for each assignment.
Assignment Guidelines
All written assignments will be typed, double-spaced 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 submission of work may be penalized ten 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.
(94-100%) = A (85-89%)
= B+ (75-79) = B- (65-69) = C
(90-93%) = A- (80-84%)
=B
(70-74) = C+ (60-64) = CMajor Assignment Descriptions
A:
Participation: It is expected that all students actively participate in regular Discussion Boards by
the due dates in order to get the most from the learning experience. Postings submitted after we’ve moved
on to a different activity focus will receive only partial credit.
B:
Power Point presentation, or any other form of online presentation:
Describe and model two strategies for English Language Development (ELD) with examples of what can
be utilized in the classroom. Students w demonstrate links between methods highlighted in the (50
Strategies) 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) 12 power point pages and should have an interactive
format that demonstrates at least two strategies found within the Herrell’s Fifty ESL Strategies for
Teaching English Language Learners.
C: Lesson Plan & Assessment Development & Implementation
One unit of study (implementation length may vary), using the PLC Department instructional
design template.
Students will integrate knowledge of the CA ELD and Common Core standards for their subject/grade
levels by designing a unit of study that includes formative, summative, and diagnostic assessments as
integral to instructional supports for academic language development for students at emergent, expanding,
and bridging levels of ELD.
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 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) 594-6473.
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. You
will be notified via email if this occurs.