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TLS 416 Fall 2015
UNIVERSITY OF ARIZONA
DEPARTMENT OF TEACHING, LEARNING & SOCIOCULTURAL STUDIES
TLS 416: Introduction to Structured English Immersion (SEI)
Fall 2015 (3 credits or 45 hours)
Schedule: Tuesdays, 12:00 – 2:45 pm
School: Emily’s Place
Instructor: Chee Hye Lee, Ph.D. Language, Reading & Culture
Office/room number: TBA
Telephone: 621-1311 (LRC office)
Email: chlee@email.arizona.edu (best way to contact me)
Office hours: TBA (or by appointment)
COURSE DESCRIPTION
Theory and practice in sheltered content instruction for English language learners. Also considered
are historical and political contexts for the education of English learners, national and state
education policies affecting ELLs, and the relationship between these policies and second language
acquisition theory.
EXTENDED DESCRIPTION & OBJECTIVES
The increasing presence of English language learners (ELLs) in Arizona schools and elsewhere in
the nation has made more apparent the need for quality instruction for these students. In addition,
national and state education policy developments (e.g., the federal No Child Left Behind legislation,
Flores v. Arizona, and Arizona’s Proposition 203) have focused attention on a program known as
“Structured English Immersion” (SEI), in which teachers use a methodology called “Sheltered
English content instruction.” The Arizona Department of Education requires all pre-service
education students who seek teaching certification in the state to have completed 6 credits, or 90
hours, of SEI training. Consequently, LRC 416 will provide you with 3 credits/45 hours. For
undergraduates, the remaining hours will be completed during your student teaching experience in
an on-line class and on-site applied practice. Both classes will provide you with state-required SEI
endorsement.
This course will consider, among other issues, the historical and political context of education for
ELLs and their families, the relationship between national and state education policy mandates and
theories of first and second language acquisition, applied research in bilingual education and
English as a Second Language, assessment of English learners, and thematic and sheltered
instructional approaches to second language teaching in academic settings. We will also explore
implementation of the “Sheltered Instruction Observation Protocol” (SIOP) model developed by
researchers and teachers affiliated with the Center for Applied Linguistics (CAL) and the National
Center for Research on Education, Diversity and Excellence (CREDE).
The principal goal of the course is to engage prospective teachers in thoughtful ways of planning
and implementing a variety of ELL teaching strategies that will promote the learning of academic
content and the acquisition of English language and literacy by ELL students.
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REQUIRED READINGS/MATERIALS
This year, the Pearson Publishing Company has put together a custom textbook especially for our
class. The book combines two publications:
(1) Reiss, J. (2008). 120 Content strategies for English language learners, 2nd Edition. Upper
Saddle River, NJ: Pearson/Merrill-Prentice Hall.
(2) Echevarría, J. & Graves, A. (2011). Sheltered content instruction: Teaching English
learners with diverse abilities. 4thEdition. Boston: Pearson/Allyn & Bacon. It is less
expensive to combine the two than having you purchase two books.
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A border memoir or narrative from the list on our course’s D2L site (books are available online from www.amazon.com or www.barnesandnoble.com, or you can ask the U of A bookstore
to order it for you).
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Additional readings are available on our class D2l site [www.d2l.Arizona.edu] or provided as
handouts in class.
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Very important: You will need to purchase a three-ring binder in which to organize and keep
track of your course handouts, notes, worksheets and study questions. Doing this will help you
keep track of your work. Your binder will be submitted at the end of the semester for your
participation grade.
ATTANDANCE POLICY
In teacher preparation courses at the College of Education, we focus on your learning. To lay a strong
foundation for your development as a professional in four semesters is a challenge. Time in academic
courses and time in classrooms is at a premium, and we strive to engage you fully in both. Our courses
integrate knowledge and practice and are performance-based. We model practices for you to learn and ask
you to demonstrate your understanding of the content.
Because courses are preparation for your career as teachers, being dependable, responsible, and punctual
are behaviors that you must exhibit. The children whom we teach as well as their families and the
community expect this of us when we are in schools, and so the faculty in the College of Education expect
this of you during the semesters you are in the program. Being dependable, responsible and punctual are
signs of the professional behavior we expect you to demonstrate while at the College of Education and
throughout your professional career. We have high expectations of you, possibly higher than you have
experienced before the program.
In accordance with the University of Arizona Academic Policy for class attendance, the following
guidelines are in place:
 Plan to be in class and in your classroom every day scheduled at your site.
o Any personal events you have, such as doctor's appointments, vacations, family events, or hours at
work, should be planned to for Fridays or after your course and classroom times have ended.
Personal events should not conflict with coursework and classroom hours.
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All holidays or special events observed by organized religions will be honored for those students
who show affiliation with that particular religion.
These absences, as well as other excused absences, require the completion of the Exception to
Attendance form, with proper explanation of why the absence merits exception.
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Absences pre-approved by the UA Dean of Students (or Dean's designee) will be honored (for
example, absences required of athletes).
Arriving to class on time and being prepared are professional behaviors. We will start class promptly
each day. If you arrive more than 5 minutes late, or leave more than 5 minutes early, this will be noted.
o Three or more late arrivals or early departures may constitute an unexcused absence.
We know that unexpected events occur. You are allowed one excused absence from class for illness
or personal emergency. The reason for the excused absence must be justifiable and for the most part
unplanned and unavoidable, for example a car accident or an unexpected illness that results in an
emergency room visit.
o In order for the one absence to be excused, you must:
a. notify your instructor or mentor teacher and site coordinator within 24 hours.
b. complete and provide the site coordinator with the Exception to Attendance form.
c. make arrangements for another student to gather handouts and take notes for you if you are
missing coursework. You are responsible for catching up on any missed material.
d. Make arrangements to make up the hours of fieldwork if you are missing being with your
mentor teacher.
Multiple absences may indicate issues that need to be addressed because they may reflect a lack of
professionalism. More than one excused or any unexcused absences will result in a conference with
the instructor(s).
o In addition, prior to or after the conference, a “Referral for Performance Concerns” may be
completed and a meeting with the instructor(s) and the Program Director will be scheduled. The
referral and subsequent meeting are to address and find a possible resolution to the absences.
o Multiple excused or unexcused absences may result in lowering your grade by one full letter. For
example, if you were receiving an A in the course, the highest grade you could receive is a B.
o Multiple excused or unexcused absences may result in a failing grade for the course, unless a valid
and justifiable reason has been provided, or as per University policy, “excessive or extended
absences from class is sufficient reason for the instructor to recommend that the student be
administratively dropped from the course.”
Attendance during your fieldwork is critical. Your mentor teacher and students depend on you.
o Your arrivals and departures along with attendance will be noted on a time sheet in the
classroom.
o If your tardies, early departures and absences in applications exceed the attendance policy
described above, your grade may be lowered to a full grade in EACH of your courses. For
example, if you were receiving a B in each of your courses, you would receive a C in EACH
of your courses.
Department of Teaching, Learning and Sociocultural Studies
Position Statement on Social Justice
Adopted March 25, 2014
The members of the TLSS community are committed to providing equal opportunity and
nurturing an academic climate dedicated to social justice.
Injustice takes many forms. Oppressive acts are sometimes overt, but most are subtle, and
are difficult to document. These hidden forms of discrimination are identified in the literature as
microaggressions, often resulting from unexamined attitudes and beliefs. Macroaggressions are
expressions of both the overt and systemic forms of injustice.
Our commitment to social justice reflects an orientation to our goals and practices in
education and ultimately, an orientation to life that values a diversity and inclusion of viewpoints and
experiences of all people as valuable contributors to the experience of schooling and society. This
TLS 416 Fall 2015
stance recognizes that individuals bring a variety of linguistic, social, and cognitive strengths from
their families and communities into the classroom; we view these strengths as assets.
 We value and honor human diversity.
 We recognize that all relationships include dynamics of power. We are committed to relating
to each other with conscious awareness and sensitivity to these power dynamics.
 We pledge to contribute to expanding the linguistic and cognitive strengths that learners
possess and bring with them to the classroom.
 We understand that systemic policies, traditions, and laws along with personal beliefs,
experiences and attitudes affect personal relationships and equitable treatment and
opportunity for all.
 We strive to provide a context where we all have the venue, the opportunity, and the
confidence to express our experiences and that these experiences will be heard
constructively, critically, and with sensitivity.
 Hence, we are not color blind. We will not erase who someone is in the name of equality,
nor deny the historical, material and emotional impacts of racialized and gendered identities,
and colonial legacies.
We stand alongside and speak out with our colleagues, staff, students, and community members when
any of us or others experience micro- or macroaggressions.
We recognize that those of us who enjoy privileged status due to our racialized, gendered,
heteronormative, or otherwise privileged aspects of our identities may be unaware of the ways this
privileged status marginalizes others. We pledge to listen to our colleagues, students, staff, and
community members when any of us or others make efforts to remain diligent in maintaining
awareness of micro, macroaggressions, and raise our awareness around issues of invisibility,
marginalization, normativity, power, and privilege.
We view these goals as both crucial and ambitious. The entrenched nature of oppression requires
both institutional restructuring and new social discourses. Therefore, our stance on disrupting existing
and persisting inequities requires attention to micro and macro level interactions. Every interaction
is an opportunity for disrupting processes of marginalization, whether overt or subtle, both through
person-to-person exchange and through resisting oppressive structures and systems. We commit to
holding one another and ourselves accountable, through our research and practice, to rejecting
entrenched inequalities, and to cultivating new discourses as groundwork for imagining new social
worlds.
STANDARD ADDRESSED
*“Addressed” means that the students are assessed on the standards that are listed.
Students in the Elementary Education Program are assessed on Arizona Department of Education
Professional Teaching Standards which are based on the Interstate Teacher Assessment and Support
Consortium (InTASC) Standards; the International Society for Technology in Education National
Educational Technology Standards for Teachers (ISTE NETS-Teacher); and the University of
Arizona Teacher Preparation Programs Professional Standards as well as other national standards.
The Standards work in concert. By addressing them, graduates of the Elementary Education Program
demonstrate that they are professionals and are prepared to participate in the very important process
of educating young children.
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Interstate Teacher Assessment and Support Consortium (InTASC)
International Society for Technology in Education-National Educational Technology
Standards for Teachers (ISTE NETS-Teacher)
University of Arizona Teacher Preparation Programs Professional Standards
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National Association for the Education of Young Children Standard for Initial & Advanced
Early Childhood (NAEYC)
Communities as Resources in Early Childhood Teacher Education (CREATE)
Arizona Professional Teaching Standards: InTASC Standards
Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing
that patterns of learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally appropriate and
challenging learning experiences.
Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments that enable each learner to meet high
standards.
Standard #3: Learning Environments. The teacher works with others to create environments that support
individual and collaborative learning, and that encourage positive social interaction, active engagement in
learning, and self-motivation.
Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline
accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content. The teacher understands how to connect concepts and use differing
perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to
authentic local and global issues.
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage
learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision
making.
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting
rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills,
and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies
to encourage learners to develop deep understanding of content areas and their connections, and to build
skills to apply knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional
learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices
and actions on others (learners, families, other professionals, and the community), and adapts practice to
meet the needs of each learner.
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues,
other school professionals, and community members to ensure learner growth, and to advance the
profession.
The ISTE NETS and Performance Indicators for Teachers (NETS-T)
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Standard #1: Facilitate and Inspire Student Learning. Teachers use their knowledge of subject matter,
teaching and learning, and technology to facilitate experiences that advance student learning, creativity,
and innovation in both face-to-face and virtual environments.
Standard #2: Design and Develop Digital Age Learning Experiences and Assessments. Teachers design,
develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and
resources to maximize content learning in context and to develop the knowledge, skills and attitudes
identified in the NETS*S.
Standard #3: Model Digital Age Work and Learning. Teachers exhibit knowledge, skills and work
processes representative of an innovative professional in a global and digital society.
Standard #4: Promote and Model Digital Citizenship and Responsibility. Teachers understand local and
global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices.
Standard #5: Engage in Professional Growth and Leadership. Teachers continuously improve their
professional practice, model lifelong learning, and exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital tools and resources.
University of Arizona Professional Standards
Teacher candidates at the University of Arizona demonstrate a commitment to their academic program and
to education by:
 attending, being on time, and being prepared for scheduled classes and field experiences;
 having a professional appearance;
 communicating professionally and respectfully orally and in writing with peers, colleagues,
instructors, K-12 students, teachers, administrators, families, and community members;
 looking beyond self and respecting differences of race, ethnicity, language, social class, national
allegiance, cultural heritage, disability or perceived disability, gender, and sexual orientation;
 accepting and acting upon reasonable criticism;
 understanding and respecting others’ perspectives;
 questioning and testing their assumptions about teaching and learning;
 separating personal and professional issues;
 exhibiting their knowledge through inquiry, critical analysis, and synthesis of the subject;
 maintaining or exceeding the minimum grade point average of 2.5 G.P.A.
National Association for the Education of Young Children Standard for Initial & Advanced Early
Childhood
Standard #1: Promoting child development and learning. Candidates prepared in early childhood degree
programs are grounded in a child development knowledge base. They use their understanding of young
children’s characteristics and needs, and of multiple interacting influences on children’s development and
learning, to create environments that are healthy, respectful, supportive, and challenging for each child.
Standard #3: Observing, documenting, and assessing to support young children and families. Candidates
prepared in early childhood degree programs understand that child observation, documentation, and other
forms of assessment are central to the practice of all early childhood professionals. They know about and
understand the goals, benefits, and uses of assessment. They know about and use systematic observations,
documentation, and other effective assessment strategies in a responsible way, in partnership with families
and other professionals, to positively influence the development of every child.
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Standard #5: Using content knowledge to build meaningful curriculum. Candidates prepared in early
childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate
experiences that promote positive development and learning for each and every young child. Candidates
understand the importance of developmental domains and academic (or content) disciplines in early
childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas,
including academic subjects, and can identify resources to deepen their understanding. Candidates use their
own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum
that promotes comprehensive developmental and learning outcomes for every young child.
Communities as Resources in Early Childhood Teacher Education (CREATE)
Principle 1: Promoting early childhood educators' understanding of the cultural knowledge and
skills -- “funds of knowledge" -- within diverse cultural communities.
Principle 4: Providing prospective and practicing teachers and teacher educators with opportunities to work
and reflect together in community and school settings.
UNIVERSITY POLICIES
Behavior in an Instructional Setting: It is assumed that students will not demonstrate disruptive behavior.
See http://policy.arizona.edu/disruptive-behavior-instructional for more information. This includes:
 Possession of drugs, alcohol or firearms on university property is illegal.
 Smoking and soliciting are not allowed in classrooms. Eating and drinking only allowed with prior
approval of the instructors.
 Pets, telephones, pagers and other electronic devices that distract students are not allowed in
classrooms.
 Students creating disturbances that interfere with the conduct of the class or the learning of other
students will be asked to leave and campus police may be contacted.
 The classroom should be a safe place; therefore, we expect students to respect the teaching/learning
environment and each other. We do not tolerate any form of harassment.
 All cell phones, pagers, and other electronic devices should be turned off in the University and
school classrooms. If you have an emergency situation, you may set your phone on vibrate and
step out of class to receive a call. This exception must be explained to the instructors prior to the
class.
Student Code of Academic Integrity: See http://deanofstudents.arizona.edu/codeofacademicintegrity for
more information.
 Integrity is expected of every student in all academic work. All student’s submitted work must be
his or her own. It is expected that all papers and lesson plans be original (i.e., created by the
student), typed, neat, proofread, and grammatically correct. Plagiarism in any form will not be
tolerated. It is assumed that the Student Academic Code of Integrity will be adhered to. Integrity
is expected of every student in all academic work. The guiding principle of academic integrity is
that a student's submitted work must be the student's own. Academic dishonesty will not be
tolerated under any circumstances, and will result in a failure to pass this course. Misrepresenting
the words or ideas of another as your own is called plagiarism. The key to avoiding plagiarism is
to develop good judgment in the fair attribution of words and ideas. You must credit the source
whenever you (a) directly quote the words of another or (b) reference a specific idea, argument, or
fact from a given source. You should err on the side of caution and cite the source of any specific
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ideas, concepts, or facts that you use. Conduct prohibited by the Code consists of all forms of
academic dishonesty.
Plagiarism
Cheating, fabrication, facilitating academic dishonesty, and plagiarism is defined in the Student Code of
Conduct, ABOR Policy 5-308-E.6, E.10, and F.1. Plagiarism typically means attributing and submitting an
item of academic work that is not your own, but for which you have taken credit. In some cases, it also
means not citing primary or secondary sources in your written academic work. My experience is that most
students submit work in good faith, but may not know how to cite their sources. If you have questions about
citation styles, please be sure to ask me (don’t be shy, that’s my job). However, if you hand in a written
assignment without proper citations, I will ask you to redo it. If you would like more information about
plagiarism and how to avoid it, the SALT Center provides a useful definition at its website 1 :
http://www.salt.arizona.edu/tutoringFiles/handouts/Plagiarism.pdf
Threatening Behavior by Students: See http://policy.web.arizona.edu/threatening-behavior-students for
more information.
 The University seeks to promote a safe environment where students and employees may participate
in the educational process without compromising their health, safety or welfare. The Arizona Board
of Regents’ Student Code of Conduct, ABOR Policy 5-308, prohibits threats of physical harm to
any member of the University community, including to one’s self. Threatening behavior can harm
and disrupt the University, its community and its families.
 “Threatening behavior” means any statement, communication, conduct or gesture, including those
in written form, directed toward any member of the University community that causes a reasonable
apprehension of physical harm to a person or property. A student can be guilty of threatening
behavior even if the person who is the object of the threat does not observe or receive it, so long as
a reasonable person would interpret the maker’s statement, communication, conduct or gesture as
a serious expression of intent to physically harm.
Disruptive Behavior: The University of Arizona defines disruptive conduct in the following way: “Conduct
that materially and substantially interferes with or obstructs the teaching or learning process in the context
of a classroom or educational setting. Disruptive behavior includes conduct that distracts or intimidates
others in a manner that interferes with instructional activities, fails to adhere to an instructor's appropriate
classroom rules or instructions, or interferes with the normal operations of the University”
(http://web.arizona.edu/~policy/distuptive.pdf). The following in-class behaviors are highly distracting and
disrespectful; they will not be tolerated:
 Answering, speaking, or text messaging on cellular phones (particularly irritating to your
instructor,
who will more than likely ask you publicly to cease and desist)
 Laptop computer email correspondence, internet surfing, or working on non-course-related
material
 Open or overt reading of material not related to the course
 Engaging in extended private conversations
 Sleeping in class
Special Needs and Accommodations
It is the University’s goal that learning experiences be as accessible as possible. If you anticipate or
experience physical or academic barriers based on disability or pregnancy, please let me know immediately
so that we can discuss options.
 Students who need special accommodation or services should contact the Disability Resources
Center, 1224 East Lowell Street, Tucson or 621-3268 or email: uadrc@email.arizona.edu or
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The SALT Center (Strategic Alternative Learning Techniques) is located at 1010 N. Highland Ave, 621-1242.
TLS 416 Fall 2015
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http://drc.arizona.edu/. You must register and request that the Center or DRC send me official
notification of your accommodations needs as soon as possible.
Please plan to meet with me to discuss accommodations and how my course requirements and
activities may impact your ability to fully participate. The need for accommodations must be
documented by the appropriate office.
Please be aware that the accessible table and chairs in this room should remain available for students
who find that standard classroom seating is not usable.
Optional: Social Media: Because you are in a professional program, your on-line presence is as
important as your in-person presence. The University of Arizona has Social Media Guidelines that
are informative and can help you be more informed when using social media. Please review:
http://www.hr.arizona.edu/social_media_guidelines.
Policy on Incompletes
Incompletes are difficult for me and for you. They also are unfair to your colleagues in the
class who have completed course requirements within the scheduled time. Therefore, I
strongly discourage incompletes and will allow them only for extreme emergencies.
Students who receive incompletes can expect to earn only a grade of B or below.
Additional Class Expectations
 Cell Phones: Cell phones and other electronic devices are not appropriate for class time.
Text messaging and checking calls on vibrate is considered disrespectful. Turn all such
devices OFF during class.
 Respect and Community: In a course of this nature, discussions and participation is
extremely important. When one person is talking, everyone should attentively listen. Work
actively to become involved and get to know one another; no one enjoys a course where
only a few students dominate class sessions.
 Reading Assignments: The syllabus and schedule give an overview of the topics and
readings for most of the semester. Students are expected to stay current with all of the
readings. If a reading is noted for a specific date, content from the assignment will be
prerequisite knowledge for that day’s class. In other words, READ BEFORE COMING
TO CLASS.
 Written Assignments: Due dates for all major assignments are listed in the class schedule.
All assignments are due at the beginning of class. Intellectual honesty in completing
assignments is expected. Violations of scholastic ethics are considered serious offenses.
All work done for this class must be on your own, unless otherwise cited. All assignments
must be completed prior to finals for students to be recommended for student teaching.
HARD COPIES OF ASSIGNMENTS ARE TO BE SUBMITTED.
Field experience requirements
Your fieldwork experience is intended to provide you opportunities to observe, teach and work with a
cooperating teacher. Your fieldwork is tied to coursework through these specific assignments for this course
LRC 416. In addition to those assignments, it is your responsibility to make the most of the fieldwork by
showing initiative and participating fully in a variety of ways. Remember: since you are not a student
teacher, it is not appropriate for you to be left alone with children. You are held accountable for both the
hours spent in fieldwork as well as the quality of your participation in class.
COURSE ASSIGNMENTS & REQUIREMENTS
If you turn in your assignment after class it will be considered late and I will reduce one letter grade for
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each day late. Out of respect for your classmates I will not make exceptions. No extra credit will be
extended.
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For all your written assignments use Microsoft Word, 12 pt. Times New Roman font, double
space with 1” margins. Use the proper citation and include a list of reference when
appropriate. Please pay attention to spelling, grammar, style, and punctuation. Sloppy,
ungrammatical, unpunctuated, and misspelled papers will be graded accordingly.
1. Course Goals (5 points)
For some of you, the issues covered in this class will be familiar, for others, less so.
Consequently, I am interested in hearing what your expectations for the course are, that is, what
new knowledge and information you’d like to leave with, and your own goals for the course.
You should write a couple of paragraphs (in class, on the first day) detailing these goals.
2. Reading and Participation (20 points)
To collaborate effectively we must create a learning community where we treat each other with patience
and respect. We can learn from each other; thus, an essential part of this course is your participation in
small group discussions. I want every student to feel safe expressing his/her own opinion. You must
bring readings or your notes, which includes your questions, comments, and ideas about the topic in
advance.
 In order to show you participation, at the end of the semester, you are to submit your binder with
your classwork (worksheet). The list of classwork will be provided. All your classwork should be
completed when you submit. Not complete classwork will not be counted as completion. (10 points)
InTASC 3; ISTE NETS-T 5
3. Reading Logs (40 points)
You write four reading logs throughout the semester and turn them in on the due date listed on the
course schedule. The reading logs are a way for you to reflect on how the content we learn in class
applies to your classroom experience. The reading logs are also a way for you to further comment on
the readings and/or class discussions, activities, films, etc., and as questions about ideas you are still
thinking about. The reading logs are to be 2-3 pages (no more than 3 pages); double spaced; font 12;
Times, New Roman, and APA style. Each reading log is worth 10 points. You will be graded on
clarity, content, and your ability to analyze the connections between theory and practice. All reading
logs should be submitted in d2l dropbox.
InTASC 3; ISTE NETS-T 5
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In order to avoid plagiarism, you need to cite. Whenever we are writing a paper or a project, you
always need to cite your source. Your source can be the textbook or an article that we read for the
class, or it can be from online (newspaper article, chart or graph, powerpoint from d2l, etc). You
need to cite when you quote (direct quote) a source and when you paraphrase a source. To quote
means that you are using the author’s exact words in your paper. To paraphrase means to restate
the words of the author in your own words. In the Language, Reading, and Culture, we use
American Psychological Association (APA) style. You can either get the APA style guidebook
from the library or visit website (https://owl.english.purdue.edu/owl/resource/560/01/) for more
information.
4. Language Acquisition Autobiography (30 points)
There are three possibilities for this assignment:
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a. You should describe your own acquisition of a second language (age you acquired it,
how well you acquired it; formal or informal methodologies used to teach you; means
of retaining the language, if any, and finally, your knowledge and understanding of the
cultures and peoples associated with that language).
b. If you speak only English, but have traveled outside of the United States or interacted
with bicultural/bidialectical or multicultural communities within the U.S., you may
write about that experience, concentrating on your exposure to the languages, cultures,
peoples, geographies, etc.
c. If you speak only English, and have not traveled internationally, you may write about
how you think English language learners are taught, or should be taught, in Arizona
public schools (don’t worry if your knowledge of this subject is limited: the purpose of
this assignment is for you to discuss whatever you know about how students learn
English and academic content).
Undergraduate papers should be 3-5 pages. All must be typed and double-spaced. Please
pay attention to spelling, grammar, style, and punctuation. Sloppy, ungrammatical,
unpunctuated, and misspelled papers will be graded accordingly. Language
Acquisition Autobiography should be submitted in d2l dropbox (11:59am on
Due date).
5. SEI Classroom Observation (30 points)
A visit to and written description (field notes) of a local primary, intermediate or secondary
SEI/ELD classroom in area school districts. Because every teacher and pre-service teacher in
Arizona is potentially an SEI teacher as well, I would like you to visit and describe an SEI classroom
in the Tucson metropolitan area. You may select the school district and grade level. You will take field
notes and write a narrative based on the notes (we will talk about how to do this in the first few weeks
of the course). If you have contacts in a particular school and wish to observe there, you are welcome
to do so. I can also help you select a school. This visit must take place before September 29. Please
attach your hand-written field notes to your description. SEI Classroom Observation paper should be
submitted in d2l dropbox (11:59am on Due date)
 Your fieldwork experience is intended to provide you opportunities to observe, teach and work
with a cooperating teacher. Your fieldwork is tied to coursework through these specific
assignments for this course, TLS 416. In addition to this assignment, it is your responsibility to
make the most of the fieldwork by showing initiative and participating fully in a variety of ways.
Remember: since you are not a student teacher, it is not appropriate for you to be left alone with
children. You are held accountable for both the hours spent in fieldwork as well as the quality of
your participation in class.
6. Funds of Knowledge Portfolio (75 points)
It is important for us to understand that learning occurs beyond our classrooms. Students bring to
school vast and diverse experiences, knowledge, and cultural and linguistic resources that sometimes
teachers fail to recognize and/or integrate in the curriculum. The goal of this portfolio is to complete a
series of assignments that will help us identify the family’s funds of knowledge and utilize them as
learning resources. This portfolio includes the following assignments. You can complete each
assignment with your “visiting-partner”. However, in the final portfolio each of you must include an
TLS 416 Fall 2015
12
individual reflection of what you learned from this project. ALL the assignments of Fund of
Knowledge are due as listed on the course schedule, and should be submitted on d2l dropbox.
a. Family/Home Engagement Visit (25 points) Before interviewing/visiting the family, reflect on
your experiences in the contexts (family and school) you grow up. Then, based on the family you are
interviewing/visiting, reflect on the general perceptions of the ethnic group this family comes from
(e.g. Latino –Mexican, Central American, Puerto Rican, Somalia, Asian, etc). Once you have
identified or know which family – parents- you are interviewing describe your perception of that
family (how do you perceive them; and finally describe your family and differences bases on what
you have reflected. Conduct a home visit with a family you are following as part of your case study.
In this home visit you will focus on the family’s linguistic and literacy resources. In 7 other words,
you will pay close attention to the functions oral and written language serve, the language that family
members use to talk, write, etc. After each visit you will write detailed field notes. You must include
a reflection on how can you incorporate this linguistic/literacy funds of knowledge in your
curriculum. Reflect on how you would use what you have learned about your student and his /her
family in your classroom. Are there any connections you can make based on your background
knowledge? Describe them.
InTASC 1,2,3,4; NAEYC 1,3,5
b. Parent(s) Interview (25 points): The purpose of this project is to build on your previous
interview/visit. You will continue to explore the parents’ perspectives regarding home-school
expectations, language use, etc. You will interview the parents or caregivers of your assigned student.
If possible, you will record and transcribe the interview verbatim (i.e. every word spoken). If
recording is not possible, then you will write detailed field notes after your visit. Include a reflection
based on what you learn from this experience (guidelines posted on D2L).
InTASC 1,2,3,4; NAEYC 1,3,5
c. Community map (25 points): The goal of this project is to understand the value of community as
a resource for our students. It also provides future teachers an opportunity to explore and make
connections with the communities where our students live. You will investigate a total of 5 different
community resources and/or community cultural wealth resources available to your student and
his/her family within two miles radius from your student’s home. Some resources you might include
are local churches, non-profit organizations, activist groups, government based institutions, special
programs provided in the community, translation services, mom & pop businesses, yard art,
cemeteries, gardens, symbolic resources, etc. You will create a community map, where you will map
out the location of the different community resources you identified. This map must:
each resource
Include a reflection about what you learned from this project.
NAEYC 1,3,5
7. Sheltered Lesson Plan (50 points)
13
TLS 416 Fall 2015
You will design one lesson plan in the content area of your choice; it should include many of the
sheltered strategies we cover in class, as well as language and content objectives. Lessons should be 34 pages. We will talk more about the form and content of this lesson plan later in the semester. Sheltered
Lesson Plan should be submitted on d2l dropbox (11:59am on Due date) InTASC 3,4,5,6,7,8; ISTE
NETS-T 1,2,3,4,5
8. Sheltered Lesson Plan Presentation (30 points)
Individually, in pairs, or triads, you will teach part of your sheltered lesson plan (note: if you present
with a partner, you will have to negotiate which lesson plan to use). In your lesson, you will need to
display content and language objectives before you teach your lesson, and use a minimum of six
sheltered strategies. Sheltered lesson presentations typically are 10-15 minutes long, and will begin on
December 4. Bring a HARD COPY of your Sheltered Lesson Plan. InTASC 3,4,5,6,7,8; ISTE NETS-T
1,2,3,4,5
9. Final E-Portfolio /Final Reflection – Benchmark Assignment (20 points)
Your final portfolio should include language acquisition autobiography, classroom field note/narrative,
funds of knowledge portfolio, sheltered lesson plan, and final reflection. In relation to your final reflection
paper, you need to write 1-2 page reflection on your work, attendance, and participation in the course over
the semester. Please re-read your goal paper and reflect on what you wrote on the first day. Final Reflection
is due on the last day of class, and should be submitted on d2l dropbox.
Benchmark Assignment – Final Portfolio (20 points) (required for all pre-service teachers by the Arizona
Department of Education).
You will put together a portfolio collection of all course assignments submitted in the class (Language
Acquisition Autobiography, SEI classroom field notes, Funds of Knowledge Portfolio, sheltered lesson plan,
final reflection) as well as in-class worksheets and study questions (completed individually or as a group).
You may organize your portfolio in any way that is most helpful for future teaching, but it should include a
table of contents (it will be provided in d2l site) and 1-2 page final reflection on your work, attendance,
and participation in the course over the semester. Due on the last day of class on your E-Portfolio.
The Benchmark Assignment is a performance based assessment that evaluates your progress toward meeting
the NAEYC, ADE Professional Teaching (InTASC) Standards, NET*S, and UA Standards and the
CREATE Principles. In order to pass this course, you must pass the Benchmark Assignment. Even if you
receive passing grades on all other assignments, if you fail the Benchmark Assignment, you will fail
the class. Passing the Benchmark Assignment means you have met the objectives of the course, which are
tied to the NAEYC, InTASC, NET*S, and UA Standards and the CREATE Principles. Failing the
Benchmark Assignment means that you have failed to demonstrate mastery of objectives of the course,
which are tied to NAEYC, ADE Professional Teaching (InTASC) Standards, NET*S, and UA Standards
and the CREATE Principles.
GRADE POLICIES
To earn a passing grade in your courses, you must successfully complete the associated classroom
experience. Successful completion involves completing your classroom hours every week and making up
missed hours; receiving positive evaluations from your cooperating teacher regarding your classroom
performance and professionalism; and completing all required classroom assignments.
Grading Criteria
14
TLS 416 Fall 2015
Assignment
Reading and Participation
Goal Paper
Reading Logs (4 @10pts each)
Language Acquisition Autobiography
SEI Classroom Visit/Field
Note/Narrative
Funds of Knowledge Portfolio
Points
20 points
5points
40 points
30 points
30 points
Sheltered Lesson Plan
50 points
Sheltered Teaching Lesson
30 points
Standard
InTASC 3; ISTE NETS-T 5
InTASC 9; ISTE NETS-T 5
InTASC 3; ISTE NETS-T 5
InTASC 1,5
InTASC 7; ISTE NETS-T 5; NAEYC
1,3,5
75 points
InTASC 1,2,3,4,7; ISTE NETS-T 5;
NAEYC 1,3,5
InTASC 3,4,5,6,7,8; ISTE NETS-T
1,2,3,4,5; NAEYC 1,3,5
InTASC 3,4,5,6,7,8; ISTE NETS-T
1,2,3,4,5; NAEYC 1,3,5
InTASC 3,4,5,6,7,8,9,10; ISTE NETST 1,2,3,4,5; NAEYC 1,3,5
Benchmark Assignment: Final
20 points
Portfolio/Final Reflection
TOTAL
300 points
A = 270-300
B = 240-269
C = 210-239
D =180-219
E = Below 179
The information contained in the syllabus, other than grade and absence policies, is subject to
change with advanced notice as deemed appropriate by, and at the discretion of the instructors.


Reading Logs should be submitted in d2l dropbox. The dropbox will be closed at 11:59am (right
before the class starts).
Late assignments will be accepted within a week after the due date. No later a week late assignments
will be accepted. Please remind yourself that late assignments will be partially graded.
CALENDAR
The information contained in the syllabus, other than grade and absence policies, is subject to
change with advanced notice as deemed appropriate by, and at the discretion of the instructors.
Fall 2015 TLS 416 Course Schedule
Module 1: General Introduction
Date
Week 1
Aug 25




Week 2
Sept 1


Discussion Topic
Overview of course
Building Community
Language Immersion
Lesson Demonstration
Who are English Language
Leaners? What challenges
and rewards do they
present?
What is Structured English
Immersion exactly?
What is Sheltered English
content Instruction?
Reading Assignments

Required
 Gandara & Hopkins, 2010,
“The Changing Linguistic
Landscape of the United
States D2L
 Linguistic Diversity in U.S.
Classrooms D2L
Assignments, Activities, etc
In-class activity

Goal Sheet (retain it for your
final reflection)


Group Quiz 1
Reading Log 1 Due

In-class activity
15
TLS 416 Fall 2015


Textbook: Echevarria &
Graves, Chapter 3 “Sheltered
English Content Instruction
for ELLs”
SEI and Sheltered English
Definitions, handout
Optional
 Refugees in Tucson ppt, D2l
 Ryan 2013, “Language Use
in the United States: 2011”
Module 2: State and Federal Foundations for the Education of English Language Learners
Date
Week 3
Sept 8
Week 4
Sept 15
Week 5
Sept 22
Discussion Topics
Historical Approaches
 The 1C Americanization
Program
 Contemporary Bilingual
Education & English as a
Second Language
Programs
Federal Decisions on English
Language Learners
 The Supreme Courts
decision in Lau v. Nichols
(1974)
 Post Lau assessment
policies
 Video Presentation:
Taking back the school
State Decisions on English
Language Learners
 Proposition 203 (“English
for the Children in
Arizona Public Schools”)
 Video Presentation:
Debate about Proposition
203 (ASU Law School,
Tempe, September 2000)
Reading Assignments
Required
 “Mexicans and the Tucson
Public School System”, D2L
 Textbook: Echevarria &
Graves, Chapter 1 “Teaching
English learners with diverse
abilities”
Required
 Lau vs. Nichols, D2L
 Education and Civil Rights of
English Language Learners,
D2L
Optional
 May 25th Memorandum, D2L
 Crawford “Justice is never
simple” D2L
 Lau vs Nichols summary
 NCLB Journal article, D2L
Required
 Arizona Revised Statutes,
Article 3.1, Title 15-751756.01, (Proposition 203)
D2L
 AZ Attorney General’s
Opinion on Proposition 203,
D2L
 Combs & Nicholas, “The
effect of Arizona language
policy on Indigenous
students,” D2L
 Native American Languages
Act, D2L
Assignments

Language Acquisition
Autobiography Due

1C study question worksheet

ELL program models activity
sheet

Reading Log 2 Due

Lau v. Nichols study worksheet

Taking back the school –video
worksheet

Reading Log 3 Due

State policy documents study
question worksheet

Video worksheet
16
TLS 416 Fall 2015
Week 6
Sept 29
State Decisions on English
Language Learners


School funding and
English language learners:
Flores v. Arizona
School funding simulation
activity
Optional
 Combs, “Everything on its
head: How Arizona’s
Structured English Immersion
Policy Re-invents theory and
practice” D2L
Required
 Flores v Arizona, D2L
 Biddle & Berliner, “Unequal
school funding in the U.S.,”
D2L
 Engel, “School Finance
Inequality persists” D2L

SEI Classroom field note
observation paper Due
 Flores v. Arizona activity sheet
https://www.youtube.com/watch?v=
cT1q-x2HZ0Q
Optional
 ”Order W,” D2L
 House Bill 2064, D2L
 Horn v Arizona (Supreme
Court) D2L
 Horn v. Flores
Module 3: First and Second Language Acquisition and Development
Date

Week 7
Oct 6


Week 8
Oct 13


Discussion Topics
First Language
Acquisition &
Development
Video Presentation:
Secrets of the Wild Child
Second Language
Acquisition &
Development
The role of culture in
teaching English language
learners
Reading Assignments
Required
 Piper, Language and
Learning, D2L
 Textbook: Enchevarria
&Graves, Chapter 2,
“Theoretical and historical
foundation”
 Guidelines for Home Visit
(d2l)
 Funds of Knowledge (d2L)
Optional
 Wild Child Speechless after
Tortured Life, D2L
 Clark, “1st and 2nd language
acquisition” D2L
Required
 Textbook, Reiss, Chapter 1 &
2
“Theoretical considerations” &
“Culture and content instruction”
 Reeves, “If I said something
wrong, I was afraid” D2L
Assignments, Activities, etc.

Theoretical and historical
foundations activity sheet

Question prompt about Genie’s
story

Family/Home Engagement
Paper Due
L2 acquisition activity sheet


Downhole heave compensator
worksheet

Culture in the classroom activity
17
TLS 416 Fall 2015

Gonzalez et al, “Fund of
Knowledge” D2L
sheet
Optional
 Involving families in the life
of the school, D2L
Module 4: The Immigration and Education Interface
Date
Week 9
Oct 20



 Discussion Topics
Plyer v. Doe
Arizona Immigration
Laws
Video Presentation: Fear
and Learning at Hoover
Elementary
Reading Assignments
Required
 “Plyler v. Doe”, D2L
 Proposition 187, D2L
Browse the following:
 SB 1070, D2L
 HB 2281, D2L
Assignments, Activities, etc

Reading Log 4 Due

Plyler v. Doe notetaker

Video worksheet
Module 5: Sheltered Lesson Plan
Date

Week 10
Oct 27



Discussion Topics
SEI Classroom
Observation (Debriefing)
Learning styles and
strategies
Introduction to the SIOP
model
Video Presentation:
SIOP
Reading Assignments
Required
 Sheltered English
instructional strategies,
handout
 Textbook, Reiss, Chapter 4,
“Learning Strategies for English
language learners”
 Textbook, Enchevarria &
Graves, Chapter 5 “ Learning
Strategies”
 Short & Echevarria,
“Teacher Skills to support
English language learners”,
D2L
Assignments, Activities, etc

Community Map/Reflection
Due

Learning styles and mnemonics
worksheet

SIOP Video worksheet

Creating a “warm up” content
lesson
Optional
 Genesee, “Historical and
theoretical foundation of
immersion education”, D2L

Week 11
Nov 3


Writing Language and
content objectives
Activating students’
background knowledge
and learning
Scaffolding strategies to
introduce academic
content
Required
 Textbook, Reiss, Chapter 5
& 6 “Building and activating
background knowledge” &
“Presenting new material”
 Rubinstein-Avila,
“Connecting with Latino
Students” D2L
 Moll, “Bilingual classroom
studies and community
analysis” D2L
Writing Language Objective
worksheet
18
TLS 416 Fall 2015

Week 12
Nov 10


Week 13
Nov 17



Week 14
Nov 24
Comprehension strategies
to use with English
language learners
Text adaptation for
English language learners
Reinforcing content
lessons: Using graphic
organizers
Student Interaction,
practice, and application
Lesson delivery checking
Sheltered Lesson Plan
Presentation
Optional
 Chips, Using Cooperative
Learning
 Short & Montone,
“Integrating language and
culture in the social studies”
D2L
Required
 Textook , Reiss, Chapter 7
“Did they get what I taught?
Checking comprehension”
 SIOP Evaluation Instrument,
handout, D2L
 Arizona ELL standard D2L
Optional
 TESOL ESL standard D2L
Required
 Textbook, Echevarria &
Graves, Chapter 6,
 Textbook, Reiss, Chapter 8, “
Extending comprehension:
textbook vocabulary
strategies”
---

Parent Interview Paper Due

ELL Comprehensive Activities

Extra Credit – Country Profile
Due
Vocabulary Activity Sheet
Lesson Plan Rough Draft/ Group
work






Week 15
Dec 1
Sheltered Lesson Plan
Presentation Continues
---




Week 16
Dec 08
Final Examination End
---
SEI Lesson Plan Due
Final E-Portfolio/Final
Reflection Due
Participation Binder Due
SEI Lesson Plan Due
Final E- Portfolio/Final
Reflection Due
Participation Binder Due
The Final date may change