CURRICULUM AND METHODS OF TEACHING
ENGLISH LEARNERS
ED 200.12
COURSE SYLLABUS
Methods of Teaching Second Language Literacy
Teaching Performance Expectations and Domains
A. Making Subject Matter Comprehensible to Students
TPE 1:
Specific Pedagogical Skills for Subject Matter Instruction
C. Engaging and Supporting Students in Learning
TPE 4:
Making Content Accessible
TPE 6:
Developmentally Appropriate Teaching Practices
TPE 7:
Teaching English Learners
D. Planning Instruction and Designing Learning Experiences for Students
TPE 8:
Learning about Students
TPE 9:
Instructional Planning
E. Developing as a Professional Educator
TPE 13: Professional Growth
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Participant Outcomes
Learning about two focus students: Task 2, Step 2
Planning for academic instruction for the whole class: Task 2, Step 3
Making lesson adaptations for the two focus students: Task 2, Step 4
Culminating Activity: Presentation of Adaptations for Two Focus Students and Posttest
Required Materials
Portfolio Handbook
The CLAD Handbook
Resource Notebook
Three ring binder
Laptop computer
Page 1
SESSION ONE
Teaching Performance Expectations
A. Making Subject Matter Comprehensible to Students
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
C. Engaging and Supporting Students in Learning
TPE 4: Making Content Accessible
TPE 6: Developmentally Appropriate Teaching Practices
TPE 7: Teaching English Learners
F. Planning Instruction and Designing Learning Experiences for
Students
TPE 8: Learning about Students
TPE 9: Instructional Planning
G. Developing as a Professional Educator
TPE 13: Professional Growth
Session One Objectives:
 Review course objectives and requirements.
 Review What’s Behind the Classroom Door and Task 2.
 Review the professional, legal, and ethical obligations for teaching
English learners as outlined by state and federal law, as well as District
Guidelines.
 Be aware of student’s culture and academic characteristics that influence
instruction.
 Be prepared to complete Task 2, Step 2.
 Learn about student characteristics.
Homework:
 Complete and submit Task 2, Step 2: Learning About Two Focus
Students. Do not overlook the possibility of collaborating with your
intern classmates; however do not copy each other’s work.
 Bring The CLAD Handbook, Portfolio Handbook, Resource Notebook,
laptop computer, and a three-ring binder.
Page 2
SESSION TWO
Teaching Performance Expectations
A. Making Subject Matter Comprehensible to Students
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
C. Engaging and Supporting Students in Learning
TPE 4: Making Content Accessible
TPE 6: Developmentally Appropriate Teaching Practices
TPE 7: Teaching English Learners
H. Planning Instruction and Designing Learning Experiences for
Students
TPE 8: Learning about Students
TPE 9: Instructional Planning
I. Developing as a Professional Educator
TPE 13: Professional Growth
Session Two Objectives:
 Know and can apply pedagogical theories, principles and instructional
practices for comprehensive instruction of English Learners.
 Be familiar with the philosophy, design, goals, and characteristics of
programs for English language development, including structured
English immersion.
 Draw upon information about students’ backgrounds and prior learning,
including students’ assessed levels of literacy in English and their first
languages, as well as their proficiency in English, to provide instruction
differentiated to students’ language abilities.
 Be prepared to complete Task 2, Step 3.
Homework:
 Complete and submit Task 2, Step 3: Lesson Adaptations for the Two
Focus Students.
 Bring all same materials.
Page 3
SESSION THREE
Teaching Performance Expectations
A. Making Subject Matter Comprehensible to Students
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
C. Engaging and Supporting Students in Learning
TPE 4: Making Content Accessible
TPE 6: Developmentally Appropriate Teaching Practices
TPE 7: Teaching English Learners
J. Planning Instruction and Designing Learning Experiences for
Students
TPE 8: Learning about Students
TPE 9: Instructional Planning
K. Developing as a Professional Educator
TPE 13: Professional Growth
Session Three Objectives:
 Understand how cognitive, pedagogical and individual factors affect
students’ language acquisition and take these factors into account in
planning lessons for English language development and for academic
content.
 Know Stephen Krashen’s 5 Hypotheses of Second Language Acquisition
and when to implement them. Distinguish between BICS and CALP
 Distinguish between BICS and CALP.
 Study the phonological/morphological structure of the English language,
and methodologically sound research on how English Learners learn to
read.
 Be able to use a variety of assessment strategies.
 Be able to monitor progress and make adaptations for English learners.
 Be prepared to complete Task 2, Step 4.
Homework:
 Complete and submit Task 2, Step 5: Reflection on Connecting
Instructional Planning to Student Characteristics.
 Bring all same materials.
Page 4
SESSION FOUR
Teaching Performance Expectations
A. Making Subject Matter Comprehensible to Students
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
C. Engaging and Supporting Students in Learning
TPE 4: Making Content Accessible
TPE 6: Developmentally Appropriate Teaching Practices
TPE 7: Teaching English Learners
L. Planning Instruction and Designing Learning Experiences for
Students
TPE 8: Learning about Students
TPE 9: Instructional Planning
M. Developing as a Professional Educator
TPE 13: Professional Growth
Session Four Objectives:
N. Present adaptations for the two focus students.
O. Understand that Morphemes and Phonemes are used to differentiate
language acquisition.
Homework:
 Complete and submit Task 2, Step 5 to your Portfolio instructor.
 Bring Task 2, Steps 1-5 and Self-Assessment to the Portfolio class.
 Bring your Portfolio Handbook and any Portfolio Tasks that need to be
assessed.
Page 5
SESSION FIVE
Teaching Performance Expectations
A. Making Subject Matter Comprehensible to Students
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
C. Engaging and Supporting Students in Learning
TPE 4: Making Content Accessible
TPE 6: Developmentally Appropriate Teaching Practices
TPE 7: Teaching English Learners
P. Planning Instruction and Designing Learning Experiences for
Students
TPE 8: Learning about Students
TPE 9: Instructional Planning
Q. Developing as a Professional Educator
TPE 13: Professional Growth
Session Five Objectives:
R. Give a Presentation on adaptations made for the two focus students.
S. Take the “Sample Bilingual Methodology Exam.”
Homework:
 Complete and submit Task 2 to your Portfolio instructor.
 Bring your Portfolio Handbook and any Portfolio Tasks that need to be
assessed.
Page 6