DLE 915A: Teaching and Learning in the Content Area:
ELD & SDAIE Methods. Multiple Subjects
3 units, August 24 – December 10
Instructor: Amanda Matas, Ph.D.
Phone: (619) 261-1353
Class Hours: Thursdays 7:00pm – 9:40pm
Email: mandymatas@hotmail.com
Office Hours: Available by appointment
Academic Goals of the Department of Dual Language and English Learner Education
Over the past twenty-five years, the Department of Dual Language and English Learner Education
has addressed the preparation of Bilingual Single and Multiple Subjects teachers seeking a credential
and/or a graduate degree in the DLE department (formerly Policy Studies Department). The department
continually seeks to prepare teachers and educational leaders to provide relevant and effective instruction
in K-12 settings for children who will enter a high-tech and ethno-linguistically diverse world. The DLE
faculty, program graduates, and community have identified five overarching goals, referred to as the
expected Knowledge, Disposition, and Skills (KDS), for our program graduates. These five goals are as
follows: (1) the development of ideological and pedagogical clarity, (2) biliteracy development and
success across the content areas, (3) collaboration with peers, students, parents, administrators, and the
community, (4) to create inclusive learning environments, and (5) to ensure global (linguistic and
cultural) competence. The department seeks to continue to be a leading producer of bilingual teachers in
both the state and the nation.
Course Overview and Description
DLE 915 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. The course content will be learned through the kinds of
experiential, participatory and process-oriented strategies that are used in successful bilingual/English
language development classrooms, including the Common Core State Standards for English Language
Development. Such instructional processes assist in the development of reflective practices and shared
decision-making in school settings.
Course Objectives:
 Learn and demonstrate the purposes, goals, and content of ELL programs and the process utilized
by schools and districts to identify students and select appropriate placements;
 Identify policies that affect English language learners in ESL or mainstream settings at the state
level in California, as well as at the federal level in the U.S;
 Define basic principles of ELD/SDAIE methods as related to the assessment and instruction of
English learners;
 Identify and apply effective instructional materials and strategies for developing the English
listening, speaking, reading, writing, and critical thinking skills of ELLs, based on student’s
assessed proficiency in English and their native languages.
 Review the contents and purposes of the California ELD Standards and the California English
Language Development Test (CELDT), and be able to identify the appropriate measure for initial
placement, progress, and summative assessment of ELLS in both English and content-area
classes.
 Develop lesson plans to support English language and literacy development, with an additional
emphasis on critical thinking and academic language, as a part of the core-content areas (i.e.,
math, science, etc) by incorporating both ELD Standards and Common Core Content Standards.
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 three texts (only two must be purchased)
1. Peregoy, S. & Boyle (2012). Reading, Writing & Learning in ESL: A Resource Book for K-12
Teachers 6th Ed. New Jersey: Pearson Education
2. State Board of Education, adopted July 9-10, 2014, ELA/ELD Framework, Sacramento:
California Department of Education Publishing
Or – The Online Version: State Board of Education, adopted July 9-10, 2014, ELA/ELD
Framework, Sacramento: California Department of Education Publishing.
www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp
3. Herrell, A. & Jordan, M. (2012). Fifty Strategies for Teaching English Language Learners, 4th
Ed. New Jersey: Pearson Education
Various articles and website resources provided throughout the semester.
Recommended Additional Resources (Optional)
Echevarria, J., Vogt, M. & Short, D. J. (2014). Making Content Comprehensible for Elementary English
Learners: The SIOP Model. Boston, MA: Pearson, Inc
Kim, Youb & Hinchey, Patricia H. (2013). Educating English Language Learners in an Inclusive
Environment, 1st Ed. New York, NY: Peter Lang Publishing
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) = CGrading and Evaluation
Class work, projects and written assignments and tests will be weighed for the total course grade according to the
following weighted scale:
Participation: Attendance, In-class Activities
CDE Module Certificates of Completion (2)
Language Learning Reflection
Peregoy and Boyle Group Presentation
Two Lesson Plans (Development & Presentation)
Fifty Strategies Presentation
10%
20%
10%
15%
30%
15%
Participation
Participation in this course is worth 10% of the final grade, as the processes learned through interaction
with peers are an essential component of the course. A student cannot earn an A in the course with
more than two absences from class. Students must sign-in during each class period and are expected to
be on time and to stay through the duration of each class. Please communicate with me if an extenuating
circumstance requires you to miss part or all of a weekly class period. Students must come to class with
the required textbooks and class readings since these will be used frequently for group and individual
activities.
DLE 915A: COURSE CORE ASSIGNMENTS
Refer to the syllabus for due dates for the following assignments, points will be deducted for late papers. All
papers should be typed, double-spaced and address the assignment question/s as completely as possible.
Content of the papers should be based on course Readings and lecture materials.
#1: Completion of Two CDE ELD Modules
You will complete two professional learning modules developed by the California Department of
Education. The CDE has developed 13 learning modules to support teachers in transitioning to the
Common Core State Standards. These modules cover varying subject areas and grade levels (elementary
and secondary).
Before you begin, you will need to register for a free Digital Chalkboard account through the California
Department of Education Website:
https://www.mydigitalchalkboard.org/portal/default/User/UserRegister/User?action=2&view=register.
You will need to register with your school district email address. It may take up to a few days to receive
your confirmation. We will use this site in the course to complete learning modules concerning the CA
Common Core ELD Standards.
We will first focus on the CCSS English Language Development Module "Getting Started with the CA
ELD Standards". This module takes approximately 6 hours to complete. You can access the learning
module at:
https://www.mydigitalchalkboard.org/portal/default/Content/Viewer/Content?action=2&scId=509334
You will also complete the second Common Core ELD module later in the course. For the second
module, called "A Deeper Dive in the CA ELD Standards", you only need to do the units that pertain to
your grade level/s. If you change grade levels, you can always go back and complete the
appropriate unit/s in the future as a "refresher". The link to the module is as follows:
https://www.mydigitalchalkboard.org/portal/default/Content/Viewer/Content?action=2&scId=509621
You can start and stop the modules as needed (and pick up where you left off), as long as you are
registered through the Digital Chalkboard. After you have completed each module (by the dates they are
due), you will need to email me your certificate of completion to my home email
account: mandymatas@hotmail.com.
#2: Language Learning Reflection
Reflecting on your own experiences learning a second language, you will write a letter to a former teacher,
colleague, or friend. In this letter you will telling of this experience, you will tell the reader the environment in
which you began learning and using your second language. Tell the reader, what classroom or learning
contexts were you most successful in; what helped your learning; what hindered your learning; and how
proficient you became. Also, tell the reader what affected your degree of proficiency, here you will identify
teaching methods your teachers used and/or the underlying theory or program approach. Finally, what methods
or theories would have made your experience more successful? Include references to course readings and
materials in the text of your letter. Requirements and rubric for reflection letter will be provided.
#3: Group Workshop Presentation
Purpose: The purpose of the group project is two-fold. First, to efficiently cover the material and
teaching strategies included in Chapters 5, 6, 7, 8, 9 & 10 from the Peregoy & Boyle text. Second, to
assist students in developing collaboration and presentation skills in presenting lessons for English
Language Development. Thus, teacher candidates will demonstrate understanding of material through
dissemination of critical ELD resource information to peers in a workshop fashion. Students will work as
a professional team in preparing, presenting, and demonstrating key concepts/activities in the assigned
chapter along with leading DLE 915 class participants in an activity that will foster understanding of key
concepts in the assigned section of the chapter.
Workshop Components:
a) Prepare and distribute a written summary/lesson plan of the presentation components and key chapter
concepts for each member of the class.
b) Lead one or several activities that involve class participation and reflect the key concepts of the
chapter. The time allotted for the workshop presentation will be 45 minutes. If a group requires more
time it must be arranged prior to the assigned class meeting. Group members will be given class time
to meet, organize and prepare the class presentation. Additional time outside of class with your group
members may be required.
Each group, of 3-4 individuals will provide the instructor with
a) An organizational plan that identifies group members and details how the task was divided by group
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. See course
syllabus for presentation dates.
Evaluation:
The group will receive a grade for the presentation of chapter summary/outline, and the relevance and connection of
the activity/presentation to the key points of the chapter.
#4 Lesson Plan & Assessment Development & Implementation
Two lesson plans must be created and implemented (implementation length may vary) using the DLE
Department’s instructional design template (the template will be provided and discussed). Students will
demonstrate their knowledge of the CA ELD and Common Core standards for their subject/grade levels
by designing lesson plans and formative, summative, and diagnostic assessments, utilizing instructional
supports to develop academic language for students at emergent, expanding, and bridging levels of ELD.
Requirements, example lesson plans, and a rubric for the lesson plans will be provided.
#5 Fifty Strategies Lesson Demonstration
Purpose: The purpose of the 50 Strategies Lesson Demonstration is to crystallize the concepts and
practices learned in class and apply them to the distinctly different acquisition levels in the ELD
curriculum.
Requirements: This demonstration lesson will require you to apply one of the fifty strategies to a content
area of your choice. Each presentation will be approximately twenty minutes and copies of the lesson
must be provided for the entire class. Requirements and rubric for demonstration lesson will be provided.
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.
DLE 915A Class Calendar
Class Topic & Activities
8/27
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9/3
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


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
10/22 


Course Introduction & Syllabus
CDE Module (ELD standards)
" Getting Started with the CA ELD Standards".
Course Introduction & Syllabus
Name Card Activity, Lingo Line-up
“Imperatives: Why Should You Care?” (Kim & Hinchey)
English Learner Program Models
Historical Events & ELD Policy Implications
“Culture: Beyond Tacos and Lo Mein” ?” (Kim &
Hinchey)
Language Acquisition Theories
Krashen video w/ Give One Get One Activity
Chapter Group Organization/Selection
Effective Classroom Practices for English Learners
Oral Language Development & Assessment
Cognitive and Linguistic Demands of Specific Language
Activities (Cummin’s Theory of Language Development)
Common Core ELD Standards and SDAIE Instruction
Emergent Literacy
Chapter 5 Presentation/Workshop
English Learners’ Vocabulary Development
English Learners and Process Writing
Chapter 6 and 7 Presentation/Workshop
Culturally Responsive Classroom Practices
“The Learning Classroom: The Classroom Mosaic –
Culture and Learning” Video and Discussion
Reading and Literature Instruction
Chapter 8 Presentation/Workshop
“I Am From” Poem Activity
Examine Ideology/Philosophy of Teaching
Share Emerging/Expanding Lessons
10/29 
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

11/5 

“We Are From” Poem Activity
Critical Pedagogy and Language Teaching
Content Reading and Writing: Prereading
Chapter 9 Presentation/Workshop
Content Post-Reading and Writing
Chapter 10 Presentation/Workshop
11/12 
CDE Module (ELD standards) – No class meeting
"A Deeper Dive in the CA ELD Standards"
11/19 

Assessment and Instruction
Share Expanding/Bridging Lessons
11/26
Thanksgiving Break
9/10
9/17
9/24
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10/8 
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
10/15 
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10/1
Assignment Due
Email module Certificate of Completion
to mandymatas@hotmail.com by
9/3
P & B: Ch. 1
Additional Class Readings
P & B: Ch. 2
Additional Class Readings
P & B: Ch. 3&4
Additional Class Readings
Language Learning Reflection
Due
P & B: Ch. 5
Additional Class Readings
P & B: Ch. 6 & 7
P & B: Ch. 8
Additional Class Readings
50 Strategies: 1-20
50 Strategies: 21-30
Additional Class Readings
Emergent/Expanding
Lesson Due
P & B: Ch. 9
50 Strategies: 31-40
Additional Class Readings
P & B: Ch. 10
50 Strategies: 41-50
Additional Class Readings
Email module Certificate of Completion
to mandymatas@hotmail.com by
11/19
P & B: Ch. 11
Expanding/Bridging
Lesson Due
Class Topic & Activities

50 Strategies Presentations
12/10 
50 Strategies Presentations
12/3
Assignment Due
50 Strategies Presentations
Due
50 Strategies Presentations
Due