LIST5361 Language Learning: Educational Perspectives
Syllabus
Department of Curriculum &
Instruction
LIST 5361: Language Learning: Educational
Perspectives
Instructor Information:
Instructor: Nancy L. Hadaway, Professor
Office: Hammond Hall, Room 414
Office Hours: By appointment only
Phone: 817-272-2240
Mailbox: College of Education, P.O. Box 19227
Email: hadaway@uta.edu
Nancy L. Hadaway is a professor in the College of Education at the University of Texas at
Arlington where she teaches graduate and undergraduate courses in content area reading and
writing, language arts methods, language learning, English as a Second Language (ESL) methods,
and multicultural education. She received her Ph.D. from Texas A&M University in College Station,
Texas in 1987. Her research and publications have focused on literacy issues such as content
literacy techniques, the use of children's and young adult literature in ESL classrooms, writing
instruction with English language learners, and collaborative writing techniques. Hadaway has
published in The Reading Teacher, Journal of Adolescent and Adult Literacy, Book Links,
The English Journal, Childhood Education, Ethnic Forum, and Equity and Excellence in
Education and has written chapters in books on literacy and multicultural education issues. Her
books, Literature-Based Instruction with English Language Learners, K-12, What Every
Teacher Should Know about English Language Learners, and Supporting the Literacy
Development of English Learners: Increasing Success in All Classrooms, are helpful guides
to working with this growing population of students. She has served on various state and national
committees of professional literacy organizations, has presented at numerous state, regional,
national, and international conferences, and has received grants from the Adolescent Literature
Assembly of the National Council of Teachers of English (ALAN), University of Texas at Arlington,
and the Association of Colleges and Universities. She recently served on the Orbis Pictus
Committee; this National Council of Teachers of English committee reviews and selects the most
outstanding nonfiction literature for children and young adults published each year in the United
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
States. She also served on the Notable Books for a Global Society Committee; this International
Reading Association Committee reviews and selects outstanding books published each year that
honor and celebrate diversity as well as common bonds in humanity. Her co-edited book,
Breaking Boundaries With Global Literature: Celebrating Diversity in K-12 Classrooms,
takes a look at the first ten years of the Notable Books for a Global Society and the 249 selected
for those booklists. Currently, she is serving on the Outstanding International Booklist Committee,
a project of the Children’s Book Council and the United States Board on Books for Young People.
In addition to teaching at UTA since 1989, she has also taught at Texas A&M University. Prior to
her university teaching experience, Hadaway was a public school teacher in Texas, Kentucky, and
Colorado and taught adult education in Colorado and Germany.
Course Information:
Course Title:
Course Number:
Language Learning: Educational Perspectives
LIST 5361
Catalog Description
LIST 5361: Language Learning: Educational Perspectives
Deals with the relationship between first and second language acquisition and literacy,
dialect, linguistics, culture; nature and definition of language, overview of linguistic science
and language with pedagogical applications.
Course Rationale
Offered since 1992, the idea behind this course is to expand the awareness of educators
about the linguistically diverse students in today’s classrooms. This course explores
issues related to learning a language including: first and second language acquisition;
adult vs. child second language acquisition; code switching; language policy; special
language programs--bilingual education vs. English as a Second Language instruction;
assessment of language learning (first or second language); the development of reading,
writing, speaking, and listening skills in first and second language; the impact of gender on
language; language components and structure including phonology, morphology, syntax,
semantics, and discourse routines; cross-cultural communication; language attitudes and
language maintenance/language shift; language variation including dialect (social,
regional, ethnic, Black Vernacular English), slang and jargon, euphemisms and
doublespeak; nonverbal language.
This course applies to the following programs: initial certification for the secondary reading
teaching field, English as a Second Language (ESL) endorsement, Reading Specialist
Certificate (master’s level certificate).
Course Prerequisites:
There are no prerequisites listed for this course.
Textbook(s) and Materials:
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Note: Texts can be ordered online, try your favorite distributor (e.g., Amazon.com or Barnes &
Noble or the UTA Bookstore.
Required Textbooks
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Andrews, Larry. (2006). Language exploration and awareness: A
resource book for teachers (3rd ed.). New York: Lawrence Erlbaum.
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Freeman, D. E., & Freeman, Y. S. (2004). Essential linguistics: What
you need to know to teach reading, ESL, spelling, phonics, grammar. Portsmouth, NH:
Heinemann.
Optional Textbook
Hadaway, N. L., Vardell, S. M., & Young, T.A. (2002). Literature-based instruction with English
language learners, K-12. Boston: Allyn & Bacon.
University Mission:
The mission of The University of Texas at Arlington is to pursue knowledge, truth
and excellence in a student-centered academic community characterized by shared
values, unity of purpose, diversity of opinion, mutual respect and social
responsibility. The University is committed to lifelong learning through its academic
and continuing education programs, to discovering new knowledge through
research and to enhancing its position as a comprehensive educational institution
with bachelor’s, master’s, doctoral and non-degree continuing education programs.
College Mission:
The mission of the UTA College of Education is to develop and deliver educational
programs that ensure the highest levels of teacher, administrator, and allied health
science practitioner preparation and performance. As a recognized contributor to
the fields of education and allied health science, the College engages in effective
teaching, quality research, and meaningful service. The College is committed to
diversity and to the advancement of active teaching and learning in all educational
environments and at all levels.
Core Values: Excellence, Student-Centered Environments, Research,
Collaboration, Diversity, Technology, Field Experiences and Life-Long Learning
Conceptual Framework:
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
The work of the College of Education is grounded in constructivism as a theory of teaching
and learning and is done in a spirit of expectation that all involved in the College of
Education, whether candidate, faculty or administrator, will hold the following as
important: Excellence, Student-Centered Environments, Research, Collaboration,
Diversity, Technology, Field Experiences and Life-Long Learning.
Partners for the Future serves as the theme of the College of Education and epitomizes
the understanding that it takes a village of partners to insure the future of education for all
Course Learning Goals
LIST 5361 Alignment of Outcomes, Assignments, Standards
LEARNING OUTCOMES
Assignments /
Assessments
National
Standards
The learner:
Content Knowledge
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IRA 1.1 Demonstrate knowledge of
psychological, sociological, and linguistic
foundations of reading and writing
processes and instruction.
IRA 1.2 Demonstrate knowledge of
reading research and histories of reading.
IRA 1.3 Demonstrate knowledge of
language development and reading
acquisition and the variations related to
cultural and linguistic diversity.
IRA 1.4 Demonstrate knowledge of the
major components of reading (phonemic
awareness, word identification and
phonics, vocabulary and background
knowledge, fluency, comprehension
strategies, and motivation) and how they
are integrated in fluent reading.
TESOL Standard 1.a. Describing
language. Candidates demonstrate
understanding of language as a system
and demonstrate a high level of
competence in helping ESOL students
acquire and use English in listening,
speaking, reading, and writing for social
and academic purposes.
TESOL Standard 1.b. Language
acquisition and development. Candidates
understand and apply concepts, theories,
research, and practice to facilitate the
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Reading Response,
Replies & Assessment
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Language Acquisition
Interview
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Case Study
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Personal Language Story
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Lesson Plans
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Program Portfolio
IRA 1.1-1.4
TESOL 1a-1b,
2a-2b
TExES
Domains /
Competencies
TExES
Reading
Specialist
Domain I,
Competency
001-008,
Domain IV,
013
TExES ESL
Domain I,
Competency
001-002;
Domain III
Competency
009
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
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acquisition of a primary and a new
language in and out of classroom settings.
TESOL Standard 2.a. Nature and Role of
Culture. Candidates know, understand,
and use the major concepts, principles,
theories, and research related to the
nature and role of culture in language
development and academic achievement
that support individual students’ learning.
TESOL Standard 2.b. Cultural Groups
and Identity. Candidates know,
understand, and use knowledge of how
cultural groups and students’ cultural
identities affect language learning and
school achievement.
Pedagogical Knowledge & Skills—
Instruction
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Reading Response,
Replies & Assessment
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Lesson Plans
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IRA 2.1 Use instructional grouping options
(individual, small group, whole class, and
computer based) as appropriate for
accomplishing given purposes.
IRA 2.2 Use a wide range of instructional
practices, approaches, and methods,
including technology-based practices, for
learners at differing stages of
development and from differing cultural
and linguistic backgrounds.
IRA 2.3 Use a wide range of curriculum
materials in effective reading instruction
for learners at different stages of reading
and writing development and from
different cultural and linguistic
backgrounds.
IRA 3.1 Use a wide range of assessment
tools and practices that range from
individual and group standardized tests to
individual and group informal classroom
assessment strategies, including
technology-based assessment tools.
IRA 3.2 Place students along a
developmental continuum and identify
students’ proficiencies and difficulties.
IRA 3.3 Use assessment information to
plan, evaluate, and revise effective
instruction that meets the needs of all
students, including those at different
developmental stages and those from
different cultural and linguistic
backgrounds.
IRA 2.1-4.4
TESOL 3a-3c,
4a-4c
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Case Study
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Personal Language Story
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Program Portfolio
TExES
Reading
Specialist
Domain I,
Competency
001-008,
Domain II,
Competency
009-010,
Domain III
Competency
011-012,
Domain IV
Competency
013-014
TExES ESL
Domain II
Competency
003–007
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This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University
of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
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IRA 3.4 Communicate results of
assessments to specific individuals
(students, parents, caregivers,
colleagues, administrators, policymakers,
policy officials, community, etc.).
IRA 4.1 Use students’ interests, reading
abilities, and backgrounds as foundations
for the reading and writing program.
IRA 4.2 Use a large supply of books,
technology-based information, and
nonprint materials representing multiple
levels, broad interests, and cultural, and
linguistic backgrounds.
IRA 4.3 Model reading and writing
enthusiastically as valued lifelong
learners.
IRA 4.4 Motivate learners to be lifelong
learners.
TESOL Standard 3.a. Planning for TESOL
Standards-Based ESL and Content
Instruction. Candidates know, understand,
and apply concepts, research, and best
practices to plan classroom instruction in
a supportive learning environment for
ESOL students. Candidates serve as
effective English-language models, as
they plan for multilevel classrooms with
learners from diverse backgrounds using
TESOL Standards-based ESL and
content curriculum.
TESOL Standard 3.b. Managing and
Implementing TESOL Standards-Based
ESL and Content Instruction. Candidates
know, manage, and implement a variety
of TESOL Standards-based teaching
strategies and techniques for developing
and integrating English listening,
speaking, reading, and writing, and for
accessing the core curriculum.
Candidates support ESOL students in
accessing the core curriculum as they
learn language and academic content
together.
TESOL Standard 3.c. Using Resources
Effectively in ESL and Content Instruction.
Candidates are familiar with a wide range
of TESOL Standards-based materials,
resources, and technologies, and choose,
adapt, and use them in effective ESL and
content teaching.
TESOL Standard 4.a. Issues of
Assessment for ESL. Candidates
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
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understand various issues of assessment
(e.g., cultural and linguistic bias; political,
social, and psychological factors) in
assessment, IQ, and special education
testing (including gifted and talented); the
importance of TESOL Standards; and the
difference between language proficiency
and other types of assessment (e.g.,
TESOL Standardized achievement tests
of overall mastery), as they affect ESOL
student learning.
TESOL Standard 4.b. Language
Proficiency Assessment. Candidates
know and use a variety of TESOL
Standards-based language proficiency
instruments to inform their instruction and
understand their uses for identification,
placement, and demonstration of
language growth of ESOL students.
TESOL Standard 4.c. Classroom-Based
Assessment for ESL. Candidates know
and use a variety of performance-based
assessment tools and techniques to
inform instruction.
Dispositions
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IRA 5.1 Display positive dispositions
related to reading and the teaching of
reading.
IRA 5.2 Continue to pursue the
development of professional knowledge
and dispositions.
IRA 5.3 Work with colleagues to observe,
evaluate, and provide feedback on each
other’s practice.
IRA 5.4 Participate in, initiate, implement,
and evaluate professional development
programs.
TESOL Standard 5.a. ESL Research and
History. Candidates demonstrate
knowledge of history, research, and
current practice in the field of ESL
teaching and apply this knowledge to
improve teaching and learning.
TESOL Standard 5.b. Partnerships and
Advocacy. Candidates serve as
professional resources, advocate for
ESOL students, and build partnerships
with students’ families.
TESOL Standard 5.c. Professional
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Reading Response,
Replies & Assessment
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Program Portfolio
IRA 5.1-5.4
TESOL 5a-5c
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TExES
Reading
Specialist
Domain IV,
Competency
014
Personal Language Story
TExES ESL
Domain III
Competency
008, 010
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Development and Collaboration.
Candidates collaborate with and are
prepared to serve as a resource to all
staff, including paraprofessionals, to
improve learning for all ESOL students.
National Standards:
International Reading Association, Reading Specialist Standards
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Standard 1: Foundational Knowledge: Candidates have knowledge of the foundations of
reading and writing processes and instruction.
Standard 2: Instructional Strategies & Curriculum Materials: Candidates use a wide range
of instructional practices, approaches, methods, and curriculum materials to support reading
and writing instruction.
Standard 3: Assessment, Diagnosis, & Evaluation: Candidates use a variety of assessment
tools and practices to plan and evaluate effective reading instruction.
Standard 4: Creating a Literate Environment: Candidates create a literate environment that
fosters reading and writing by integrating foundational knowledge, use of instructional practices,
approaches and methods, curriculum materials, and the appropriate use of assessments.
Standard 5: Professional Development: Candidates view professional development as a
career-long effort and responsibility.
TESOL English as a Second Language Standards
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Domain 1 – Language. Candidates know, understand and use the major concepts, theories,
and research related to the nature and acquisition of language to construct learning
environments that support ESOL students’ language and literacy development and content
area achievement.
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Domain 2 – Culture. Candidates know, understand and use the major concepts, principles,
theories, and research related to the nature and role of culture and cultural groups to construct
learning environments that support ESOL students’ cultural identities, language and literacy
development, and content-area achievement.
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Domain 3 – Planning, Implementing and Managing Instruction. Candidates know,
understand and use standards-based practices and strategies related to planning,
implementing, and managing ESL and content instruction, including classroom organization,
teaching strategies for developing. and integrating language skills, and choosing and adapting
classroom resources.
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
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Domain 4 – Assessment. Candidates understand issues of assessment and use standardsbased assessment measures with ESOL students.
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Domain 5 – Professionalism. Candidates demonstrate knowledge of the history of ESL
teaching. Candidates keep current with new instructional techniques, research results,
advances in the ESL field, and public policy issues. Candidates use such information to reflect
upon and improve their instructional practices. Candidates provide support and advocate for
ESOL students and their families and work collaboratively to improve the learning environment.
State Domains and Competencies:
TExES Reading Specialist Domains & Competencies
Domain I: Instruction and Assessment: Components of Literacy (approximately 57% of the test)
including
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Competency 001 Oral Language
Competency 002 Phonological and Phonemic Awareness
Competency 003 Concepts of Print and the Alphabetic Principle
Competency 004 Word Identification
Competency 005 Fluency
Competency 006 Comprehension
Competency 007 Vocabulary Development
Competency 008 Written Language
Domain II Instruction and Assessment: Resources and Procedures (approximately 14% of the test)
including
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Competency 009 Assessment
Competency 010 Instructional Methods and Resources
Domain III Meeting the Needs of Individual Students (approximately 14% of the test) including
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Competency 011 Instruction for English Language Learners
Competency 012 Instruction for Students with Reading Difficulties, Dyslexia, and Reading
Disabilities
Domain IV Professional Knowledge and Leadership (approximately 14% of the test) including
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Competency 013 Theoretical Foundations and Research-Based Curriculum
Competency 014 Collaboration, Communication, and Professional Development
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
TExES English as a Second Language
Domain I. Language Concepts and Language Acquisition/Competencies 001–002
Competency 001
The ESL teacher understands fundamental language concepts and knows the structure and
conventions of the English language.
Competency 002
The ESL teacher understands the processes of first-language (L1) and second-language (L2)
acquisition and the interrelatedness of L1 and L2 development.
Domain II. ESL Instruction and Assessment/Competencies 003–007
Competency 003
The ESL teacher understands ESL teaching methods and uses this knowledge to plan and
implement effective, developmentally appropriate instruction.
Competency 004
The ESL teacher understands how to promote students' communicative language development in
English.
Competency 005
The ESL teacher understands how to promote students' literacy development in English.
Competency 006
The ESL teacher understands how to promote students' content-area learning, academic-language
development, and achievement across the curriculum.
Competency 007
The ESL teacher understands formal and informal assessment procedures and instruments used
in ESL programs and uses assessment results to plan and adapt instruction.
Domain III. Foundations of ESL Education, Cultural Awareness, and
Family and Community Involvement/ Competencies 008–010
Competency 008
The ESL teacher understands the foundations of ESL education and types of ESL programs.
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Competency 009
The ESL teacher understands factors that affect ESL students' learning and implements strategies
for creating an effective multicultural and multilingual learning environment.
Competency 010
The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and
community involvement in their education.
Course Objectives
The learner:
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demonstrates knowledge of first- and second-language acquisition processes and uses this
knowledge to promote achievement of ESL learners.
understands first- and second-language acquisition and uses learners' abilities in a primary
language to promote their second-language acquisition for communicative and academic
purposes.
identifies learners who are at different stages of second-language acquisition and applies ageappropriate strategies for enhancing the language abilities of these learners.
demonstrates knowledge of variables that may affect a student's language learning and
provides experiences that respond to students' needs and abilities.
recognizes variables inside the classroom (e.g., teacher expectations, grouping practices) and
outside the classroom (e.g., peer interactions, parental attitudes, community characteristics)
that may affect an ESL learner's performance in school.
bases instructional decisions on an individual learner's prior knowledge, experiences, and
needs.
knows how to create learning opportunities in elementary and secondary settings that enhance
each learner's self-esteem and help each learner feel safe, valued, competent, and productive.
demonstrates an understanding of how cultural diversity affects the classroom and creates a
classroom climate in which both the diversity and the similarities of groups and individuals are
appreciated.
is aware of the importance of a variety of personal and social characteristics such as ethnicity,
cultural heritage, language background, and gender.
knows how to use the diversity inside and outside the ESL classroom to create an environment
that nurtures a sense of community, respects differences, and fosters in all learners an
appreciation of their own and others' cultures.
recognizes the interrelationships of reading, writing, listening, and speaking and provides
instruction that reflects the interrelatedness of these processes and facilitates learners' ability to
construct and convey meaning in English.
recognizes that language acquisition is an integrated process and that instruction in one area of
language aids in the development of other areas.
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
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plans instruction to incorporate all aspects of students' language development based on their
prior experiences and strengths.
selects texts for instruction that provide students with comprehensible input based on their oral
language development and then supports students' construction of meaning through integrated
reading, writing, listening, and speaking activities.
knows how social-communicative language competence emerges and is able to address the
needs of beginning, intermediate, and advanced English learners in this area.
guides learners to apply various strategies to enhance their social-communicative competence
in English and provides learners with opportunities to use these skills in a variety of everyday
contexts.
uses knowledge of verbal and nonverbal components of communication, cross-cultural
communication, and integrated instruction involving listening, speaking, reading, and writing to
develop learners' social-communicative language competence.
understands cognitive-academic language competence and promotes learners' abilities in this
area.
knows how cognitive-academic language competence emerges and is able to address the
needs of beginning, intermediate, and advanced English learners in this area.
uses various approaches and activities that offer learners opportunities to develop, apply, and
extend academic knowledge and cognitive-academic language skills in a variety of academic
contexts (e.g., through hands-on activities, discussions).
promotes learners' development and competence in reading and writing by using the results of
multiple, ongoing assessments to develop students' language skills, reading comprehension,
and writing skills and to plan and implement systematic, sequential, research-based instruction
and reinforcing activities in specific skill areas (e.g., word-identification strategies, reading
fluency, spelling skills).
uses knowledge of verbal and nonverbal components of communication, cross-cultural
communication, and integrated instruction involving reading, writing, listening, and speaking to
develop learners' cognitive-academic language competence.
uses informal and formal assessment methods to evaluate language learning, monitor
instructional effectiveness, and shape instruction.
recognizes the importance of the ongoing use of valid assessments with second-language
learners and knows how to use a variety of assessment procedures (e.g., performance
assessment using technology, informal observation, portfolio, teacher-made test, peer
assessment, standardized test) to monitor learners' progress, determine their level of Englishlanguage proficiency, and adapt instruction to address their strengths and needs.
recognizes characteristics of types of assessments commonly used in ESL contexts, as well as
their uses, advantages, and limitations in particular situations.
is aware of assessment-related issues (e.g., those related to validity, reliability, and cultural
bias) and knows how to select, construct, modify, and/or use various assessments for different
purposes.
establishes effective learning environments that are supportive of ESL learners who come from
diverse backgrounds and who exhibit different language proficiencies.
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
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establishes a learner-centered environment for ESL students within various settings (e.g., ESL
class, mainstream class, team-taught class, dual-language class).
is able to design, coordinate, and pace learning experiences in instructional settings that may
include learners who differ in language, cultural, and educational background.
demonstrates knowledge of requirements and expectations associated with teaching ESL
learners in Texas and can apply this knowledge in a variety of contexts.
is aware of the expectations and constraints (e.g., legal requirements, ethical responsibilities)
placed on ESL teachers and recognizes the various roles that ESL teachers may be called
upon to assume (e.g., member of the Language Proficiency Assessment Committee, resource
person).
knows laws and guidelines related to ESL programs (e.g., regarding grading and promotion,
program entry and exit, working with parents and guardians, providing linguistically appropriate
instruction for learners at different grade levels and language proficiency levels) and ensures
that his or her decisions and actions are in compliance with legal and ethical requirements and
the legitimate interests of others.
understands ESL instruction in the context of bilingual programs and ESL-only programs for
learners with varied home languages.
understands the social dimensions of literacy and uses this understanding to motivate learners
and encourage their development.
uses interactions among reading, writing, listening, speaking, viewing, and thinking to foster all
learners' literacy development and works to develop effective integration of reading instruction
into the school community.
understands how to assess reading competence and use assessment results to meet learners'
needs.
understands the structure of the English language, including phonemic, morphemic, semantic,
and syntactic features of English.
demonstrates knowledge of the components of school reading programs (e.g., remedial,
developmental, content areas) and related programs (e.g., gifted, bilingual, ESL). Includes
types of reading and related programs, and their components, goals, and objectives.
applies knowledge of linguistic and cultural differences in reading instruction, including ways of
adapting reading instruction to meet the needs of linguistically and culturally different students
and distinctions between reading errors and differences due to cultural background.
demonstrates an understanding of the nature of language.
demonstrates an understanding of the developmental stages of listening, speaking, reading,
and writing in both first and second language.
demonstrates an understanding of the scope of language variation including dialect, slang, and
jargon.
Policies:
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Complete all assignments by the due date posted. Some assignments may be
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
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accepted (see assignment schedule) after a deadline with a penalty of 25%. All
discussion areas/exams will be closed after assignment deadlines, and you will not be
allowed to post in those areas.
Maintain copies of all work submitted.
The instructor reserves the right to make changes in the syllabus as deemed
necessary. Students will be notified of any and all changes.
Tentative lecture/topic schedule:
Reading Response Replies & Assessment and other course assignments require you to use
information and cite sources from reading.
 Complete all assignments by the posting deadline noted. Deadlines are 11:59 p.m. Central
Time for the dates noted.
 Some assignments may be accepted after an initial deadline (see schedule below). Check
this schedule carefully because some assignments will not be accepted after the initial
deadline.
 A penalty of 25% will be assessed any assignment that is late.
 All discussion areas will be permanently closed after assignment deadlines or after the
window for late posting. Once areas are closed, you will not be allowed to post in those
areas and will lose the points for that assignment.
Lesson Title & Reading
(LA = Larry Andrews text &
F&F = Freeman & Freeman
text)
Assignments
Posting Deadline
Closing of
(work submitted
Assignment Area
after this deadline
(this is the last
will have a 25% possible date to post
penalty)
work with a 25%
penalty.)
WEEK 1
Lesson Plan #1
Sunday, 11:59 pm, Monday, 11:59 pm,
Language and Structure of
Week 1, 5/30
Week 2, 5/31
Language
Reading Response Week Friday, 11:59 pm, Saturday, 11:59 pm,
1
Week 1, 5/28
Week 1, 5/29
 LA, Chapters 1-4, 6
 Professor Authored
Reading Replies Week 1 Friday - Saturday,
Reading
11:59 pm, Week 1, N/A
5/28-5/29
Reading Assessment
Sunday, 11:59 pm, N/A
Week 1
Week 1, 5/30
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This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University
of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
WEEK 2
Lesson Plan #2
First & Second Language
Acquisition



Sunday, 11:59 pm, Monday, 11:59 pm,
Week 2, 6/6
Week 3, 6/7
LA, Chapter 11
F&F, Chapters 1, 2
Professor Authored
Reading
Reading Response Week Friday, 11:59 pm, Saturday, 11:59 pm,
2
Week 2, 6/4
Week 2, 6/5
Reading Replies Week 2 Friday - Saturday,
11:59 pm, Week 2, N/A
6/4-6/5
Reading Assessment
Sunday, 11:59 pm, N/A
Week 2
Week 2, 6/6
WEEK 3
Reading, Writing,
Speaking, and Listening
with English Language
Learners
Language Acquisition
Interview, Part 1
Tuesday, 11:59
pm, Week 3, 6/8
Language Acquisition
Interview, Part 2
Thursday, 11:59 Friday, 11:59 pm,
pm, Week 3, 6/10 Week 3, 6/11


Language Acquisition
Interview, Part 3
Friday, 11:59 pm, Saturday, 11:59 pm,
Week 3, 6/11
Week 3, 6/12
F&F, Chapters 3-9
Professor Authored
Reading
Wednesday, 11:59
pm, Week 3, 6/9
Reading Response Week Friday, 11:59 pm, Saturday, 11:59 pm,
3
Week 3, 6/11
Week 3, 6/12
Reading Replies Week 3 Friday - Saturday,
11:59 pm, Week 3, N/A
6/11-6/12
Reading Assessment
Sunday, 11:59 pm, N/A
Week 3
Week 3, 6/13
WEEK 4
Informal Discussion on
Tuesday, 11:59
Wednesday, 11:59
Assessing English Learners Assessment and English pm, Week 4, 6/15 pm, Week 4, 6/16
Learners Week 4
Page 15
This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University
of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus

Professor Authored
Reading
WEEK 5
Word Study, Semantics,
and Language Diversity


Case Study, Part 1
Wednesday, 11:59 Thursday, 11:59 pm,
pm, Week 4, 6/16 Week 4, 6/17
Case Study, Part 2
Thursday, 11:59 Friday, 11:59 pm,
pm, Week 4, 6/17 Week 4, 6/18
Case Study, Part 3
Friday, 11:59 pm, Saturday, 11:59 pm,
Week 4, 6/18
Week 4, 6/19
Case Study, Part 4
Saturday, 11:59
Sunday, 11:59 pm,
pm, Week 4, 6/19 Week 4, 6/20
Personal Language Story Tuesday, 11:59
Wednesday, 11:59
pm, Week 5, 6/22 pm, Week 5, 6/23
Reading Response Week Thursday, 11:59 Friday, 11:59 pm,
pm, Week 5, 6/24 Week 5, 6/25
LA, Chapters 5, 7, 8, 9, & 5
10
Reading Replies Week 5 –Thursday-Friday,
11:59 pm, Week 5, N/A
Professor Authored
6/24-6/25
Reading
Reading Assessment
Saturday, 11:59
N/A
Week 5
pm, Week 5, 6/26
Assignments (Detailed guidelines follow later in the syllabus):





Lesson Plans (2 lesson plans @ 25 points each for 50 points total)
Reading Response, Replies, & Assessment (4 sets @ 25 points each for 100 points total)
Case Study, Parts 1-4 (100 points)
Language Acquisition Interview, Parts 1-3 (75 points)
Personal Language Story (100 points)
GRADE CALCULATION
Assignment
Points Possible
Lesson Plans (2 lesson plans @ 25 points each)
50
Case Study, Parts 1-4
100
Language Acquisition Interview, Parts 1-3
75
Reading Response, Replies, & Assessment (4 sets @ 25
points each)
100
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This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University
of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Personal Language Story
75
TOTAL
400
Grading Scale
A = 370 - 400
B= 335 - 374
C= 300 - 334
D= 280 - 299
F= below 280
Email Communication:
UTA e-mail will be considered the official means of communication between the university and students,
effective August 22, 2005. Utilize your UTA e-mail for all communications.
You are responsible if you do not receive information because you do not regularly check your UTA email.
American with Disabilities Act (ADA):
If you are a student who requires accommodations in compliance with the ADA, please consult with me at
the beginning of the semester. As a faculty member, I am required by law to provide “reasonable
accommodation” to students with disabilities, so as not to discriminate on the basis of that disability. Your
responsibility is to inform me of the disability at the beginning of the semester and provide me with
documentation authorizing the specific accommodation. Student services at UTA include the Office for
Students with Disabilities (located in the lower level of the University Center) which is responsible for
verifying and implementing accommodations to ensure equal opportunity in all programs and activities.
Student Support Services:
The University supports a variety of student success programs to help you connect with the University and
achieve academic success. They include learning assistance, developmental education, advising and
mentoring, admission and transition, and federally funded programs. Students requiring assistance
academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107
for more information and appropriate referrals.
Academic Honesty:
Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form at
The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined in
accordance with University regulations and procedures. Discipline may include suspension or expulsion
from the University. “Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the
submission for credit of any work or materials that are attributable in whole or in part to another person,
Page 17
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
taking an examination for another person, any act designed to give unfair advantage to a student or the
attempt to commit such acts.” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3, Subsection
3.2., Subdivision 3.22).
The following statement should be part of the required heading on all major assignments posted in the course.
Academic Honesty Statement
I have read and understand the UTA Academic Honesty clause as follows. “Academic dishonesty is a completely
unacceptable mode of conduct and will not be tolerated in any form at The University of Texas at Arlington. All persons
involved in academic dishonesty will be disciplined in accordance with University regulations and procedures.
Discipline may include suspension or expulsion from the University. “Academic dishonesty includes, but is not limited
to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in
part to another person, taking an examination for another person, any act designed to give unfair advantage to a
student or the attempt to commit such acts.” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3,
Subsection 3.2., Subdivision 3.22).”
Further, I declare that the work being submitted for this assignment is my original work (e.g., not copied from another
student or copied from another source) and has not been submitted for another class.
“Signature” (Typed name):
Date:
Detailed Description of Course Requirements
1) LESSON PLANS (2 at 25 points each for 50 points total)
The Andrews’ text includes many Exploration Activities at the end of most chapters. You will
choose from the designated activities noted in the grid that follows and develop a lesson plan to
highlight language issues. If possible, implement the lesson plan and report on the students’
reactions and participation. Consider English learners participating in these lessons and how you
will adapt instruction, activities, and assessment for them.
You will create TWO original lesson plans (w lessons @ 25 points each for 50 points total). The
lesson plans are linked to information in the online lessons and textbook and cite research that
supports the activities and strategies that you use.
NOTE: Each lesson plan must be original (developed by you) and not one that you found at a
website or other published source.
Lesson Plans from Andrews Exploration Activities
Lesson Plan 1
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This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University
of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Page 85, Uniforms
Page 86, Signs
Page 86, Keep Off the Grass
Page 88, Faces
Page 88, Einbahnstrasse
Page 88, Do Clothes Make the Person?
Page 91, These Boots Were Made for . . .
Page 92, Give Me a Sign
Page 157, Radio Talk
Page 159, Language Diary
Page 159, Slang
Page 160, “Oldies but Goodies” Slang
Page 162, Intonations are Meaningful
Page 163, Well, er, Like, You Know?”
Page 196, Language Strategies
Page 197, Find the Catch
Page 198, When Is Journalism Yellow?
Lesson Plan 2
Page 120, Animals Among Us
Page 122, Interview
Page 123, Holiday Meals
Page 125, Whoville
Page 19
This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University
of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Page 125, Give Me Some Good Old American Pizza
Page 126, You’re From Where?
Page 200, O.J.T. – On-the-Job Talking
Page 236, Language Changes
Page 237, Wicked, Groovy, Rad
Page 239, The Math Code
Page 240, The Water River
Page 272, Where Do You Want to Live?
Page 273, Pleasant Words for Unpleasant Realities
Page 273, Words We Know
Page 275, Jargon
Page 283, Be a Good Sport
Page 283, Are You Sick, or What?
Page 308, Degenderizing Designations
Page 310, Are You What You Drive?
Standards Link:


National standards: ACTFL 4, 5; NCSS 2.1-2.5; NCTE 3.3-3.6 and 4.1-4.10; NCTM 6, 7, 8;
NSTA 4, 5, 6, 7, 8, IRA 1.4, 2.1, 2.2, 2.3, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, TESOL 3a, 3b. 3c, 4a,
4c, 5c
State competencies: TExES EC-12 and Secondary PPR, 003, 007, 008, 009; ExCET 7-12
French 029, 039; German 029, 039; Spanish 031, 041; ExCET EC-12 Art 058, 060; TExES 812 History 016 – 019; TExES 8-12 Social Studies 020-023; TExES 8-12 English Language
Arts/Reading 002, 004, 005, 008, 009, 011; TExES 8-12 Math 019 – 021; TExES 8-12 Life
Science, 019 -020; TExES 8-12 Physical Science, 021-022; TExES 8-12 Science, Grades 8 12, 046 – 047; TExES 8-12 Journalism 003, 005, 014, 015; TExES 8-12 Speech 003, 004, 012;
TExES EC-12 Theater Arts 012, 014, 015, 016; TExES Music 001, 011, 012; TExES PE 010Page 20
This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University
of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
013, TExES ESL 003, 004, 005, 006, 007, 010; TExES Reading Specialist 001, 004, 005, 006,
007, 008, 010, 011, 013, 014
Format: Use the required format for lesson plans that follows.
Section I: Lesson Plan Background:


Cite the specific activity/strategy that is used in the lesson plan. The activity/strategy must
be one from the designated Exploration Activities.
Support your activity and the steps in your instructional plan with research indicating its
effectiveness. Be sure to note the references for all research cited.
Section II: Lesson Plan Format (NOTE: This is the required format for EDUC 5310, 5315, LIST
5316, 5317, 5326, 5345, 5361, and 5362 unless otherwise specified):
I. Goal: This goal is a global objective stating how this lesson will contribute to the total
student. Example: Students should understand that all matter is made of atoms.
II. Objectives: (Specific. State what you want students to know and be able to do. Include
two objectives for a block lesson. Begin the objective, Students will be able to
(SWBAT)… The TEKs can be found at http://www.tea.state.tx.us/teks/)
III. Instructional Materials and Resources: (what do you need to give instruction to
students)
IV. Content: Include specific pages, notes, and any research you have done on the topic
that is being presented.
V. Accommodations and Modifications: This area needs to be filled in whether you have
special needs students or not.
VI. Instructional Procedures: (assign time limits to each)

Sponge Activity Suggested time: 5 minutes

Pre-assessment of student understanding of the lesson
concept/process/skill:

Set induction Suggested time: 3 minutes

Large group instruction Suggested time: 10 minutes maximum

Intervention aimed at results of pre-assessment

Independent work or group work Suggested time: 15 minutes
maximum

Feedback Suggested time: 2 minutes
VII. Evaluation Suggested time: 10 minutes
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This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University
of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
o Post assessment of concept/process/skill
VIII. Closure: Suggested time: 2 minutes
Section III:
Standards Connection/Reflection: Use the format provided by the instructor to connect
this lesson and/or activity back to the state and national educator standards for this program
(IRA/TExES Reading Specialist and TESOL/TExES ESL). Cite 1 national content standard and 1
state competency. Provide a justification/rationale (Reflection Statement) for the connection to
standards. See the following example for the type of linking to standards REFLECTION
STATEMENT you should create for assignments.
FORMAT: The TWO part reflection statement that is used for linking to standards should follow
this format and include the following items.
1) A brief summary of each entry. (I created the following assignment in [note class/semester]
because it is [describe assignment and put the assignment in context] and it shows [describe what
knowledge and skills the assignment reflects].
2) A reflection of how each assignment reflects specific national standards/state competencies
designated for the assignment (cite the specific set of standard(s) and how the assignment and
standard(s) are related).
EXAMPLE: Here is an example developed with the above guidelines for ACTFL, foreign
language professionals. Candidates need to adapt this example based on their own national /
state content and pedagogy standards.
1) I developed this lesson plan prior to residency/practicum in my general methods class, EDUC
4342/5314, Fall 2006. This lesson plan that demonstrates my ability to plan for classroom
instruction.
2) The lesson plan demonstrates that I have a firm understanding of ACTFL Standards 3, 4, and 5.
In order to plan the lesson, I had to understand and apply ACTFL Standard 3 (Texas ExCET
747—041 Understand methods and techniques for teaching Spanish), Language Acquisition
Theories and Instructional Practices; I had to be knowledgeable about the students’ language
acquisition levels in the beginning class and to plan appropriate active, hands on lessons that
take into account their developing understandings of the target language. To this end, I
planned a Total Physical Response lesson to teach students various action verbs and the
imperative structure. In addition, the lesson demonstrates my understanding of ACTFL
Standard 4, Integration of Standards into Curriculum and Instruction (Texas ExCET 747—041
Understand methods and techniques for teaching Spanish); I considered national and state
student standards and linked my lesson with its objectives and activities to those standards.
Finally, my lesson plan demonstrates an understanding of ACTFL Standard 5, Assessment of
Language and Cultures (Texas ExCET 747—041 Understand methods and techniques for
teaching Spanish), as I planned not only appropriate instructional activities but also informal
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
assessment opportunities throughout the lesson with observation of students’ ability to respond
to the oral commands in whole group, small groups, and individually, and to reteach when 5 of
the 20 students were not able to respond appropriately. Formal assessment was also planned
with an oral test where individuals had to respond to a variety of unique commands with the
verbs from the lesson plan.
Grading Rubric
NOTE: All assignments must be submitted on time. Assignments submitted after the deadline
may, at times, be accepted according to the assignment schedule with a 25% penalty.
Tasks for Lesson
Plan

Expert
Acceptable
Unacceptable
25
20
11
Fully developed lesson plan
that follows required format
(3)
Lesson plan follows required
format (2)
Does not follow format for
assignment or missing some or
all of required parts of the
lesson (1)
Demonstrates in depth
understanding of learners and
P-12 student standards and an
ability to construct welldeveloped goals and
objectives for instruction that
draw on TEKS / TAKS (5)
Demonstrates general
understanding of learners and
P-12 student standards and an
ability to construct goals and
objectives for instruction that
draw on TEKS / TAKS (4)
Demonstrates limited
understanding of learners and
P-12 student standards and /
or has problems constructing
goals and objectives for
instruction that draw on TEKS /
TAKS (2)
Shows in depth knowledge of
content taught as well as
instructional resources and
procedures that are best suited
to the learners, content, and
lesson (9)
Shows good knowledge of
content taught as well as
instructional resources and
procedures that are suited to
the learners, content, and
lesson (8)
Lesson plan limited and / or
lacks any real insights about
learners, content, or pedagogy
(4)
Understanding
of
accommodations
and
modifications for
all students
Demonstrates in depth
understanding of
accommodations and
modifications needed for all
students to learn (4)
Demonstrates basic
understanding of
accommodations and
modifications needed for all
students to learn (3)
Demonstrates basic
understanding of
accommodations and
modifications needed for all
students to learn (2)
Ability to plan
appropriate
Shows well-developed ability
to plan appropriate
assessments (4)
Shows ability to plan
appropriate assessments (3)
Has difficulty developing
appropriate assessments (2)
Format
Understanding
of learners and
P-12 student
standards
Knowledge of
content and
instructional
resources
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This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University
of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
assessments
2) Language Acquisition Interview
(Some information for this assignment was excerpted from “Collecting Data and Connecting Real
World Observations to Theoretical Constructs” by Long, University of South Carolina at
http://www.ite.sc.edu/ite/Faculty/Long/Language.html)
Background Information for Assignment
Research conducted in the past thirty years tells us that children learn to read and write their
first language in much the same way that they learn to speak. For English language learners, too,
there are many similarities in the processes of learning both the first and another language.
Although there are definitely some differences between first and second language acquisition
along with oral language development and learning to read and write, the similarities are significant
and our understanding of them is critical to our development of effective classroom learning
environments.
The research that informs our knowledge of language and literacy acquisition comes from
both home and school studies. Please refer to your textbooks for specific studies related to
language and literacy acquisition. Your texts present excellent theoretical discussions to ground
their presentation of practical issues and you will need to support your observational data and
conclusions with this research.
As you have read in your course resources, studies of language and literacy development
typically involve periods of observation, interview, and analysis. You will be conducting a study of
two individuals—one child acquiring English as a first language and another individual who is
learning English as a second/other language. To prepare for this experience, you should review
the research on language acquisition from your texts.
As you observe and interview your respondents, take field notes that will support your telling
their story of language and literacy use and development. Remember the following:



You are collecting data to tell a story about two individuals and their use of language and
literacy.
Look for vignettes that support statements you may want to make about language and literacy
backgrounds, acquisition, and use.
Jot down: words, sounds, gestures, facial expressions used by the respondents that provide
evidence of aspects of language and literacy development and use.
For instance, with the child/parent respondent:
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
1. If possible, observe the child as he or she plays alone AND in interaction with another
child or an adult. What do you notice about the child's active construction of knowledge? What
do you notice about the extension of the child's thinking and performance through the support
of a peer or adult partner (zone of proximal development)?
2. With very young children, think about:
o How the child demonstrates comprehension of what you say and do.
3. What evidence do you see that the child has spent time in an environment (home,
school, or both) in which one or more of Brian Cambourne's conditions for language
development are in place?
o Immersion
o Demonstration
o Expectation of success
o Responsibility
o Approximation
o Employment
o Feedback
4. What evidence do you see of the child's use of language for a variety of functions?
(Halliday, Routman, Pinnell, and Fisher)
o Instrumental (for getting things, for satisfying needs)
o Regulatory (for controlling others)
o Interactional (for maintaining personal relationships)
o Personal (for expressing personality or individuality)
o Imaginative (for creating a fantasy world)
o Informative (for conveying information)
o Heuristic (for finding out things, for wondering, for hypothesizing)
o What do you notice about the environment that does or does not support
language used for a variety of functions?
5. At what stage of language development would you place this child? Why? Do any
characteristics overlap into another stage? What does this tell you?
6. What do you notice about the child as a member of the "literacy club"?
o What do you notice about the environment that does or does not support
literacy development/immersion in multiple, meaningful, frequent experiences in a
literacy-rich environment?
7. After your interview, review your notes and think about:
o The child's apparent language and literacy history.
o Recommendations you would make to support further language and literacy
development for the child you observed.
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This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University
of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
With the English language learner,
1. Make note of the difficulties in pronunciation, sentence structure, vocabulary usage that the
individual might have. Cite these difficulties and consider how they might be related to
differences in their home language and English.
2. At what stage of language development would you place this individual? Why?
Standards Link:
 National standards: TESOL 1a, 1b, 2a, 2b, 5a, IRA 1.1, 1.2, 1.3, 1.4, 5.1, 5.2, 5.3
 State competencies: TExES ESL 001, 002, 008, 009, TExES Reading Specialist 001, 002,
003, 004, 005, 006, 007, 008, 013, 014
Description: Essential to your understanding of literacy development is an understanding about
how individuals learn to speak both a first and another language and what research in language
acquisition tells us. Thus, you will complete a language observation/interview with two
respondents: a) a native English speaker/parent with a monolingual English speaking child 3-6
years old (You should focus on the child’s acquisition of English, not the parent’s language. The
parent will probably be the primary source of information but if the child is a bit older, 5-6 years,
he/she may also be a respondent) and b) a nonnative English speaker (Someone new to the
country, an immigrant in the last 3-5 years. Try to locate an individual who did not have extensive
schooling in English before coming to the U.S.). Discuss with both respondents issues relating to
language acquisition and compare and contrast the similarities and differences between first and
second language acquisition. Finally, reflect on how this information applies to you in your
professional setting or in relationship to your professional goals. Mark your posting with the
following label: Language Acquisition Interview.
Format: Arrange your assignment in the following sequence with these required sections /
subheadings and the content points noted.
Part 1 (20 points)
 Title Page & Background Information (See required information in grading rubric. Include
reflection statement in required format.)
 Part 1A: Monolingual English Respondent Data (child 3-6 years of age learning English
as the first/home language): Notes background of child interviewed including: a) age, b) gender,
c) ethnicity, d) geographic history (where the family has lived), e) educational background of family,
f) parents’ educational goals for child, g) examples of literacy resources in the home environment
 Part 1B: English Learner Respondent Data (Child 6-18 years of age learning English as a
second language. You will use this same respondent for your Case Study): Notes
background of English learner interviewed including: a) age, b) gender, c) ethnicity, d) other
languages spoken and means of learning those languages, e) geographic history (where they have
lived, time in U.S.), f) educational background of respondent and family, g) educational goals, h)
examples of literacy resources in the home environment
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This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University
of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Grading Rubric
NOTE: All assignments must be submitted on time. Assignments submitted after the deadline
may, at times, be accepted according to the assignment schedule with a 25% penalty.
Section
Expert
Acceptable
Unacceptable
Title Page &
Background
Information
Part 1:
Respondent
Data
20 points
1) Complete title page for
Language Acquisition
Interview with academic
honor / honesty statement
2) Complete background
information including the
following items:
 Current or projected
teaching position (Grade
level and teaching field)
 Certification(s) sought
 Personal knowledge
sources and background
experiences in terms of
first and second language
instruction
3) Justification/rationale
for how the national
standards/state
competencies are
connected to the
assignment
20 points
Fully develops required
items in background
overview.
For monolingual child
interviewed includes: a)
age, b) gender, c)
ethnicity, d) geographic
history (where the family
has lived), e) educational
background of family, f)
parents’ educational goals
for child, g) examples of
literacy resources in the
home environment (8)
16 points
Provides required items
with adequate elaboration.
For monolingual child
interviewed includes: a)
age, b) gender, c)
ethnicity, d) geographic
history (where the family
has lived), e) educational
background of family, f)
parents’ educational goals
for child, g) examples of
literacy resources in the
home environment (8)
For English learner,
14 points
Limited or missing
information in
respondent data
discussion
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
For English learner,
includes: a) age, b)
gender, c) ethnicity, d)
other languages spoken
and means of learning
those languages, e)
geographic history (where
they have lived, time in
U.S.), f) educational
background of respondent
and family, g) educational
goals, h) examples of
literacy resources in the
home environment (8)
Offers additional
information and insights
that may pertain to
language acquisition (4)
includes: a) age, b)
gender, c) ethnicity, d)
other languages spoken
and means of learning
those languages, e)
geographic history (where
they have lived, time in
U.S.), f) educational
background of respondent
and family, g) educational
goals, h) examples of
literacy resources in the
home environment (8)
Part 2 (30 points)
Comparison/Contrast of Language Use & Language Acquisition (What they do with
language at school, at home, and in the community & how they learn/hypothesize about
language and derive support from school, home and community in language
acquisition): a) Cites similarities and differences in language use (e.g., pronunciation,
sentence structure, precision of vocabulary) by the respondents and any differences in at
school and at home/in community language use. b) Offers specific examples of phonological,
syntactic, and vocabulary difficulties with discussion that demonstrates good understanding of
each language component. c) Cites specific similarities and differences in the process of
language acquisition for the child learning a first language and the nonnative English speaker
based on your interview (e.g., consider factors of age, home environment, and school, family,
and community support). d) Supports each observation / example with research noting the
source, author, etc. e) Research support indicates an understanding of the structure and use of
language and language acquisition.
Grading Rubric
NOTE: All assignments must be submitted on time. Assignments submitted after the deadline
may, at times, be accepted according to the assignment schedule with a 25% penalty.
Section
Title Page &
Background
Information
Expert
Acceptable
Unacceptable
1) Complete title page for
Language Acquisition
Interview with academic
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
honor / honesty statement
2) Complete background
information including the
following items:
 Current or projected
teaching position (Grade
level and teaching field)
 Certification(s) sought
 Personal knowledge
sources and background
experiences in terms of
first and second language
instruction
3) Justification/rationale
for how the national
standards/state
competencies are
connected to the
assignment
Part 2
Comparison /
Contrast of
Language
Use &
Language
Acquisition
30 points
30 points
1) Section is clearly
focused on how
respondents use
language (4)
2) Cites at least 3 well
developed and specific
similarities and 3
differences in language
use by the respondents.
(6)
3) Offers at least 3 fully
developed examples each
of the following: 3
phonological, 3 syntactic,
and 3 vocabulary
difficulties with a complete
discussion of each that
demonstrates well
developed understanding
of each language
component. (7)
4) Cites at least 3 well
developed and specific
23 points
1) Section is generally
focused on how
respondents use
language (3)
2) Cites at least 3
similarities and 3
differences in language
use by the respondents.
(5)
3) Offers at least 2
general examples each of
the following: 2
phonological, 2 syntactic,
and 2 vocabulary
difficulties with discussion.
(5)
4) Cites at least 3
similarities and 3
differences in the process
of language acquisition for
respondents. Examples
show general
understanding of
18 points
1) Section is not
necessarily focused on
how respondents use
language (2)
1) Cites limited
similarities and
differences in language
use by the respondents.
(4)
2) Offers few or no
examples of
phonological, syntactic,
and vocabulary
difficulties or incorrect
examples. (4)
3) Cites limited
similarities and
differences in the
process of language
acquisition and/or these
are not well defined (4)
4) Research support
indicates a limited
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
similarities and 3 well
developed and differences
in the process of language
acquisition for
respondents. Examples
show in depth insight of
language acquisition
processes. (7)
5) Supports each example
with substantive research,
from the course and
outside sources, that
indicates a well developed
understanding of the
structure and use of
language and language
acquisition. (6)
language acquisition
processes. (5)
5) Supports examples
with research that
indicates a basic
understanding of the
structure and use of
language and language
acquisition. (5)
understanding of the
structure and use of
language and language
acquisition. (4)
Part 3 (25 points)
Reflections/Applications to Education (How you will use this information/experience to
work with family and community): Part 3 is focused on application of data/observations. a)
Uses each of the findings in Part 1 and 2 to make recommendations for classroom practice,
parent education, and community support systems,and teachers' professional development
citing research support from course and outside resources. Ex. Based on my observations, I
would make the following research based recommendations for parent training. b) Research
support indicates an understanding of how research relates to language structure, language
acquisition, and pedagogy.
Grading Rubric
NOTE: All assignments must be submitted on time. Assignments submitted after the deadline
may, at times, be accepted according to the assignment schedule with a 25% penalty.
Section
Expert
Acceptable
Unacceptable
Title Page &
Background
Information
1) Complete title page for
Language Acquisition
Interview with academic
honor / honesty statement
2) Complete background
information including the
following items:
 Current or projected
teaching position (Grade
level and teaching field)
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus


Certification(s) sought
Personal knowledge
sources and background
experiences in terms of
first and second language
instruction
3) Justification/rationale
for how the national
standards/state
competencies are
connected to the
assignment
Part 3A:
Reflections /
Applications
to Education
20 points
Part 3B:
Bibliography
5 points
20 points
Uses each of the findings
in Parts 1 and 2 to make
at least 3 specific, well
defined recommendations
for each of the following
areas: a) 3 classroom
practices (5), b) 3 areas of
parent education and
community support (5),
and c) 3 ideas for
teachers' professional
development (5) citing
substantive research
support, from course and
outside resources, that
indicates a well developed
understanding of how
research relates to
language structure,
language acquisition, and
pedagogy (5).
5 points
Offers recent research
support for points from
course and outside
resources. Citations (APA
format) are directly linked
to points within text and
complete citation is
provided in separate
16 points
Uses findings in Parts 1
and 2 to make at least 2
basic recommendations
for each of the following
areas: a) 2 classroom
practices (4), b) 2 areas of
parent education and
community support (4),
and c) 2 ideas for
teachers' professional
development (4) citing
research support that
indicates a good
understanding of how
research relates to
language structure,
language acquisition, and
pedagogy (4).
12 points
Makes limited use of
findings in Sections I-III
to make vague or
incorrect
recommendations for a)
classroom practice (3),
b) parent education and
community support (3),
and c) teachers'
professional
development (3) citing
research support that
indicates a limited
understanding of how
research relates to
language structure,
language acquisition,
and pedagogy (3).
4 points
Offers research support
for points from course
resources. Citations (APA
format) are directly linked
to points within text and
complete citation is
provided in separate
bibliography at the end of
3 points
Offers limited or no
research support for
points from course
resources. Citations
(APA format) are not
noted within text and/or
not included in separate
bibliography at the end
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
bibliography at the end of
the paper. (5)
the paper. (4)
of the paper. (3)
Standards Connection/Reflection: Use the format provided by the instructor to connect
this lesson and/or activity back to the state and national educator standards for this program
(IRA/TExES Reading Specialist and TESOL/TExES ESL). Cite 1 national content standard and 1
state competency. Provide a justification/rationale (Reflection Statement) for the connection to
standards. See the following example for the type of linking to standards REFLECTION
STATEMENT you should create for assignments.
FORMAT: The three part reflection statement that is used for linking to standards should follow
this format and include the following items.
1) A brief summary of each entry. (I created the following assignment in [note class/semester]
because it is [describe assignment and put the assignment in context] and it shows [describe what
knowledge and skills the assignment reflects].
2) A reflection of how each assignment reflects specific national standards/state competencies
designated for the assignment (cite the specific set of standard(s) and how the assignment and
standard(s) are related).
EXAMPLE: Here is an example developed with the above guidelines for ACTFL, foreign language
professionals. Candidates need to adapt this example based on their own national / state
content and pedagogy standards.
1) I developed this lesson plan prior to residency/practicum in my general methods class, EDUC
4342/5314, Fall 2006. This lesson plan that demonstrates my ability to plan for classroom
instruction.
2) The lesson plan demonstrates that I have a firm understanding of ACTFL Standards 3, 4, and 5.
In order to plan the lesson, I had to understand and apply ACTFL Standard 3 (Texas ExCET
747—041 Understand methods and techniques for teaching Spanish), Language Acquisition
Theories and Instructional Practices; I had to be knowledgeable about the students’ language
acquisition levels in the beginning class and to plan appropriate active, hands on lessons that
take into account their developing understandings of the target language. To this end, I
planned a Total Physical Response lesson to teach students various action verbs and the
imperative structure. In addition, the lesson demonstrates my understanding of ACTFL
Standard 4, Integration of Standards into Curriculum and Instruction (Texas ExCET 747—041
Understand methods and techniques for teaching Spanish); I considered national and state
student standards and linked my lesson with its objectives and activities to those standards.
Finally, my lesson plan demonstrates an understanding of ACTFL Standard 5, Assessment of
Language and Cultures (Texas ExCET 747—041 Understand methods and techniques for
teaching Spanish), as I planned not only appropriate instructional activities but also informal
assessment opportunities throughout the lesson with observation of students’ ability to respond
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
to the oral commands in whole group, small groups, and individually, and to reteach when 5 of
the 20 students were not able to respond appropriately. Formal assessment was also planned
with an oral test where individuals had to respond to a variety of unique commands with the
verbs from the lesson plan.
3) Reading Response, Replies, & Assessment has three parts (Response, Replies,
Assessment).
Standards Link:
 National standards: TESOL 1a, 1b, 2a, 2b, 3a, 3b, 3c, 4a, 4b, 4c, 5a, 5b, 5c, IRA Reading
Specialist 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 5.1, 5.2, 5.3
 State competencies: TExES ESL TExES 001, 002, 003, 004, 005, 006, 007, 008, 009, 010,
TExES Reading Specialist 001, 002, 003, 004, 005, 006, 007, 008, 009, 010, 011, 013, 014
Description: Candidates will engage in an electronic discussion in response to the textbook and
Professor Authored readings. The electronic discussion has three parts: a) candidate’s original
response to readings, b) candidate’s replies to peers, c) candidate’s assessment of the interaction
during the electronic discussion.
Format & Content: Arrange assignment in the sequence that follows with the required sections /
subheadings and the content points noted.
Part A: Response: Candidates will submit to the Group Discussion Board a reading response
summarizing and linking the textbook and online lesson reading (as indicated in the schedule) as
well as personal reactions to the material. Candidates should make ONLY ONE posting for the
lessons (usually 2-3 lessons are linked for this assignment and indicated on the course schedule)
no matter how many chapters/lessons read. The posting should synthesize the information for all
the textbook chapters and online lessons read. Mark the posting with the following label:
Response #1, etc.
 Six Key Points I Learned/I Found Interesting: Candidates will cite at least 6
specific pieces of research, findings, suggestions from the textbook and online reading noting
the chapter/page/author and what was learned that was new/interesting. Candidates cite how
these points relate to their specific teaching situation with personal
reactions/responses/analysis.
 Two Key Points I Have Questions About/Found Confusing/ Disagreed With:
Candidates cite at least 2 specific pieces of information from the textbook and online reading
noting the chapter/page/author and what remaining questions they still have, why they are
confused, why they disagree. Candidates cite how these points relate to their specific teaching
situation with personal reactions/responses/analysis.
 One Point I Would Like More Information About: Candidates cite at least one
piece of information from the textbook and online reading that they would like to explore further.
Candidates cite how this issue relates to them in their specific teaching situation with personal
reactions/responses/analysis.
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Part B: Replies: Following response posting, candidates will return to the discussion board to read
and reply to at least two peer’s responses. Label replies as Reply 1A & Reply 1B, etc. The format
for the reply part of this assignment is as follows.
 Personal Connections: Why did you choose this posting to respond to?
 Discussion: What questions or comments do you have for the author of the response
posting?
 Extension: How can you extend the conversation on this posting? (Share specific resources,
experiences, etc.)
Part C: Assessment: Candidates self assess discussion and post this assessment per instructor
directions by the date specified in the schedule. Label this part of the assignment as
Assessment#1, etc. Be sure to specify the following information.



Cite the date and the number of responses made/names of students replied to/topics of replies
made.
Cite the number of replies received/names of students/dates/topics of their replies to you. As a
courtesy, make sure you respond to any peers who have replied to your posting.
Reflection: Use the following prompts to lead into reflections.
My post generated dialogue about...
In my readings of other posts, I learned...
I was able to extend the dialogue by...
Connect this lesson and/or activity back to the state and national teacher standards of your
certification level/content area reflected by the lesson goals and activities. Reference and provide a
justification for the connection to standards. Example:.The lesson plan demonstrates that I have a
firm understanding of ACTFL Standards 3, 4, and 5. In order to plan the lesson, I had to
understand and apply ACTFL Standard 3 (Texas ExCET 747—041 Understand methods and
techniques for teaching Spanish), Language Acquisition Theories and Instructional Practices; I had
to be knowledgeable about the students’ language acquisition levels in the beginning class and to
plan appropriate active, hands on lessons that take into account their developing understandings
of the target language. To this end, I planned a Total Physical Response lesson to teach students
various action verbs and the imperative structure. In addition, the lesson demonstrates my
understanding of ACTFL Standard 4, Integration of Standards into Curriculum and Instruction
(Texas ExCET 747—041 Understand methods and techniques for teaching Spanish); I considered
national and state student standards and linked my lesson with its objectives and activities to those
standards. Finally, my lesson plan demonstrates an understanding of ACTFL Standard 5,
Assessment of Language and Cultures (Texas ExCET 747—041 Understand methods and
techniques for teaching Spanish), as I planned not only appropriate instructional activities but also
informal assessment opportunities throughout the lesson with observation of students’ ability to
respond to the oral commands in whole group, small groups, and individually, and to reteach when
5 of the 20 students were not able to respond appropriately. Formal assessment was also planned
with an oral test where individuals had to respond to a variety of unique commands with the verbs
from the lesson plan.
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This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University
of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Here are some ideas for improving the quality of your discussion.
Try to avoid, just restating the points you cited from the text and the online reading with personal
opinions such as the following.



I recognize the importance of . . .
It is important to learn/know about . . .
I see this . . . in my classroom
For the most part, when you start with openers such as these, you are not adding anything
additional/new to the discussion. Provide some specific examples of what you are seeing in
school/class or in your environment related to the reading/discussion. Following are some ways to
elaborate on the discussion (these were offered by a graduate of our program, Suann Claunch of
FWISD).






I agree with___ because____
I disagree with ___ because ____
I wonder about _____ because ____
According to ____
The evidence shows___
In my classroom, I see _____ and this seems to confirm/contradict _____
In other words, don’t just state an opinion. Support your point of view with specific examples and
connections to other reading, discussion, etc.
For Replies, consider the following.













Can you say something similar using other words?
What did you like about the previous contribution?
What new ideas did that contribution give you?
What puzzled you about the last statement?
How did the person who made the last statement arrive at that conclusion?
Can you elaborate, explain, or give another example of the last statement?
What puzzled you as you were trying to think of an answer to this question?
Did I contribute to the discussion?
Did I encourage others to contribute or clarify ideas?
What would I like to do in the next discussion? How can I do this?
Who was the person who contributed the most interesting or valuable comments?
Who was the Most Valuable Player in keeping the discussion going?
Who encouraged me the most in the discussion?
Grading Rubric
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
NOTE: All assignments must be submitted on time. Assignments submitted after the deadline
may, at times, be accepted according to the assignment schedule with a 25% penalty.
Tasks for Part A:
Reading
Response

Expert
10
Acceptable
6
Unacceptable
0-1
Format
Follows required format for
response
(1)
Follows required format for
response
(1)
Does not follow format for one
or more of the parts
(0)
Six key points
Notes more than the six key
points drawn from both online
and text reading with excellent
elaboration, in depth insights,
application to classroom, and
specific examples
(4)
Notes six points drawn from
both online and text reading
with insights, application to
classroom, and examples
(3)
Does not note the minimum
number of points and/or points
are limited or superficial
(2)
Notes more two key points that
generated questions or
confusion that reflect well
developed insights and in
depth personal connections
and application of material to
classroom settings
(3)
Notes two key points that
generated questions or
confusion that reflect well
developed insights and in
depth personal connections
and application of material
to classroom settings
(2)
Does not note the minimum
number of questions or
observations have limited
connection to reading
(1)
Notes more than one key point
for more information that
reflects insightful reading of
the material
(2)
Notes one key point for
more information that
reflects insightful reading of
the material. (1)
Does not note a request for
more information (0)
Two Key Points I
Have Questions
About/Found
Confusing/
Disagreed With
One Point I Would
Like More
Information About
Tasks for Part B:
Replies
Format
Responses
Replies to Peers
Expert
10 points
Acceptable
7 points
Unacceptable
3 points
Posts more than the two
required replies according
to the required format (2)
Posts two required replies
according to the required
format (1)
Does not follow format for
replies or make required
number of replies (0)
Responds to all replies (1)
Responds to all replies (1)
Does not respond to replies
(0)
All replies reflect well
developed understanding of
reading and synthesis of
material with personal
connections and application
Replies reflect
understanding of reading
and some synthesis of
material with personal
connections and
Replies reflect limited
understanding or synthesis
of reading with few
personal connections or
limited application of
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Extension of
Dialogue
Tasks for Part C:
Assessment
Format
Reflection
Connection to
National/State
Standards
of material to classroom
settings (4)
application of material to
classroom settings (3)
material to classroom
settings (2)
Engages in genuine in
depth discussion with
peers, providing well
developed support and
encouragement and
extendsions of the dialogue
(3)
Engages in good
discussion with peers,
providing support and
encouragement and some
extension of the dialogue
(2)
Engages in limited
discussion with peers or
limited extension of the the
dialogue (1)
Target
5 points
Acceptable
3 points
Unacceptable
0 – 1 points
Fully developed
assessment with all
required parts (1)
Assessment has with all
required parts (.5)
Assessment does not
follow format (0)
Reflection demonstrates
well developed insights
about the reading,
classroom applications, and
interactions during jigsaw
discussion. (3)
Reflection demonstrates
insights about the
reading, classroom
applications, and and
interactions during jigsaw
discussion. (2)
Reflection demonstrates
limited or poorly developed
insights about the reading,
classroom applications,
and interactions during
jigsaw discussion. (1)
Well developed, accurate
connections to standards
(See example that
precedes this rubric) (1)
Accurate connections to
standards (.5)
Superficial or incorrect
connections to standards
(0)
4) Case Study, Posted in FOUR parts according to syllabus schedule
Adapated from http://coe.sdsu.edu/people/jmora/TE930LAR/Rdercase.htm
NOTE: See appendix of the syllabus for forms, etc. to conduct your case study.
Standards Link:
 National standards: TESOL 4a, 4b, 4c; IRA 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 5.1
 State competencies: TExES ESL 003, 007, TExES Reading Specialist 001, 002, 003, 004,
005, 006, 007, 008, 009, 011, 012, 014
Description: The Case Study is a form of ethnographic research and provides information
concerning a student’s language/literacy development that helps the literacy professional to plan
an effective instructional program. You will work with an English learner (child or adult) for a
minimum of 4-6 sessions of approximately one hour, depending upon the age of the individual.
Through working with the English learner, you will consider background, interests, and needs of
the individual and make recommendations as to how to best help the English learner. Your case
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
study must include a pre-assessment, intervention, and post assessment with specific details
about the effect you had on student learning/mastery of specific skills.
Format: Arrange your assignment in the following sequence with these required parts /
subheadings and the content points noted.
PART 1 (10 points)
Title & Background Information (See required information in grading rubric. Include reflection
statement in required format.)
 Part 1: English Learner’s Background: Who is your learner? (1 page minimum):
Background information on the individual includes the following: prior educational experiences,
sociocultural background, language(s) spoken in home; status (immigrant, refugee, or native born);
country of origin; age upon arrival to the U.S; grade level. If the individual is in school and the
teacher will share this information, report the OLPT (oral language proficiency test scores, e.g.,
LAS, IPT, etc.). Support critical factors relating to the learner’s background/language
acquisition/educational implications with research.

Grading Rubric
NOTE: All assignments must be submitted on time. Assignments submitted after the deadline
may, at times, be accepted according to the assignment schedule with a 25% penalty.
Section
Expert
Acceptable
Unacceptable
Title Page &
Background
Information
Part 1:
English
Learner’s
Background
10 points
10 points
Fully develops required
items in background
overview including prior
educational
experiences,
sociocultural
1) Complete title page
with academic honor /
honesty statement
2) Complete
background information
including the following
items:
 Current or projected
teaching position (Grade
level and teaching field)
 Certification(s)
sought
3) Reflection Statement
according to format
8 points
Provides required items
in learner background
including prior
educational
experiences,
sociocultural
6 points
Limited or missing
information in learner
background discussion
(4) with inadequate
elaboration and/or
research support (2)
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LIST5361 Language Learning: Educational Perspectives
Syllabus
background,
language(s) spoken in
home; status
(immigrant, refugee, or
native born); country of
origin; age upon arrival
to the U.S; grade level.
If the individual is in
school and the teacher
has access to this
information, report the
OLPT (oral language
proficiency test scores,
e.g., LAS, IPT, etc.),
TELPAS, TPRI, etc. (6)
and fully supports
critical factors relating to
the learner’s
background/language
acquisition/educational
implications with
insights and research
(4).
background,
language(s) spoken in
home; status
(immigrant, refugee, or
native born); country of
origin; age upon arrival
to the U.S; grade level.
If the individual is in
school and the teacher
has access to this
information, report the
OLPT (oral language
proficiency test scores,
e.g., LAS, IPT, etc.) (5)
with adequate
elaboration and
research support (3).
PART 2 (30 points)
 Title & Background Information (See required information in grading rubric. Include reflection
statement in required format.)
 Part 2A: Summary of Your Activities or Interactions with the English Learner: What
assessments and activities did you conduct to determine what knowledge and skills your
learner possessed? (1 page minimum): This is basically a summary of what you did without any
evaluative reflections, observations, insights. These activities may have to be modified if you are
working with a young adult. For instance, instead of reading aloud a picture book, you could use
some type of environmental print such as a newspaper article, magazine, menu, etc. You must
conduct the following required activities with your case study subject: 1) an interest inventory
(provide a copy); 2) an oral interview (provide questions/outline of topics); 3) discussion of
language learning issues (provide questions/outline of topics with your analysis); 3) assessment of
oral language (by means of SOLOM); 4) assessment of the student’s writing using a writing sample
and rubric; 5) assessment of sight vocabulary; 6) story retelling; 7) assessment of letter
identification; 8) assessment of writing vocabulary; 9) assessment of spelling 10) assessment of
content reading, vocabulary, and writing. A suggested schedule of observations of your case study
subject's literacy behaviors and skills was included in theappendix at the end of the syllabus. Take
notes each meeting for writing up your final report. You do not need to include these in your report,
but they will be helpful in reflecting on the individual's progress and on specific behaviors that are
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
indicators of developmental levels and/or competencies. These will serve as examples to illustrate
your main points in your case study report. Provide research support (cite author, year, source) for
your activities.
 Part 2B: Observations: Based on your assessments, what does your learner know about
English, what can your learner do in English. This is your pre-assessment. (1 page
minimum) This is the evaluative part of the case study. First, you report about your learner. Next,
you tell about the activities. In this part, evaluate what you observed as you conducted the
activities. Begin with a description of your subject, including their language proficiency level, their
writing rubric score and any other descriptive information that will provide a complete picture of the
child for the analysis to follow. The analysis should address at a minimum the following questions
that are pertinent to your findings on the language and literacy skills of your case study subject.
These questions should serve as a guide to your analysis. Reflect on the data and summarize the
experience documenting the results of your assessment with the SOLOM. What did you learn
about your case study participant and his/her level of competency and development in literacy?
Can you place him/her on a developmental continuum in reading? Writing? What did you learn
about academic language? What did you learn about this student's engagement with literacy
tasks? Did you observe a difference between the child's level of oral language proficiency as
measured by the SOLOM and his/her reading and writing skills? What specific grammatical
structures appeared to cause difficulty for the child in both his/her oral language and writing? What
specific examples of transfer of skills or linguistic interference between the child's native language
and English did you find in his/her oral and written usage? What conclusions can you draw about
the relationship between oral language and literacy skills based on the information available in the
cumulative folder and your assessments of the child? Did you observe differences in the student’s
application of reading strategies according to the type of text being read? For example, was the
child able to read narrative text more easily and fluently than content-area reading text? Provide
research (cite author, year, source) that supports your observations/pre-assessment.
 Section 2C: APPENDIX Samples of Student Work and Assessments to Substantiate your
Summary of Activities and Recommendations
Grading Rubric
NOTE: All assignments must be submitted on time. Assignments submitted after the deadline
may, at times, be accepted according to the assignment schedule with a 25% penalty.
Section
Title Page &
Background
Information
Expert
Acceptable
Unacceptable
1) Complete title page
with academic honor /
honesty statement
2) Complete
background information
including the following
items:
 Current or projected
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Part 2A:
Summary of
Activities or
Interactions
10 points
teaching position (Grade
level and teaching field)
 Certification(s)
sought
3) Reflection Statement
according to format
10 points
8 points
Detailed summary / log
Summary / log of
of required
required observational
observational and
and instructional
instructional activities
activities conducted with
conducted with English
English learner (5) with
learner (6) with research research support from
support from course and course resources (3).
outside resources (4).
6 points
Incomplete summary /
log of observational and
instructional activities
conducted with English
learner (4) with limited
research support (2).
Part 2B:
Observations
15 points
15 points
Provides detailed
analysis of Part 2A
Activities with in depth
evaluation and insights
about the language
development of the
English learner (11).
Supports expert
observations with
research support from
course and outside
resources (4).
12 points
Provides data analysis
of Part 2A Activities with
general evaluation and
insights about the
language development
of the English learner
(9). Supports
observations with
research support from
course and outside
resources (3).
9 points
Provides limited data
analysis of Part 2A
Activities (7) with little or
no research support for
evaluation (2).
Part 2C:
APPENDIX
5 points
5 points
Provides the most
relevant original
samples of student work
to support the findings
of the case study (5)
4 points
Provides some original
samples of student work
to support the findings
of the case study (4)
3 points
Provides limited or no
samples of student work
to support the findings of
the case study (3).
PART 3 (30 points)
 Title & Background Information (See required information in grading rubric. Include reflection
statement in required format.)
 Part 3A: Intervention / Instruction: How can I use the assessment information to tailor
an instructional intervention to teach the learner a skill, etc.? (1 page minimum): Based on
your assessment of the learner, a) choose one specific area of difficulty for the learner to pinpoint
and provide a rationale for choosing that area from your previous interactions, b) provide a
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
specific/targeted tutorial/intervention in this area. Specifically describe the type of intervention
provided based on your pre-assessment of the learner’s needs and the learner’s reactions/ability to
follow along. Note any modifications/adaptations you had to make during the intervention. Provide
research support (cite author, year, source) that explains your choice for the area of intervention.
 Section 3B: Assessment of Intervention / Instruction: What was the effect on student
learning? This is your post assessment. Specifically describe the effect on student learning of
your intervention. To what extent was the learner able to master the information/skill. Provide
concrete examples and data to support the effect on student learning. Provide research support
(cite author, year, source) for your post assessment.
Grading Rubric
NOTE: All assignments must be submitted on time. Assignments submitted after the deadline
may, at times, be accepted according to the assignment schedule with a 25% penalty.
Section
Expert
Acceptable
Unacceptable
15 points
Skillfully uses data to
choose and fully discuss
areas for targeted
intervention (4).
Expertly matches the
intervention to the preassessment of the
learner’s needs and is
able to fully discuss the
rationale for doing so
(4).
When conducting the
1) Complete title page
with academic honor /
honesty statement
2) Complete
background information
including the following
items:
 Current or projected
teaching position (Grade
level and teaching field)
 Certification(s)
sought
3) Reflection Statement
according to format
11 points
Is able to use data to
choose areas for
targeted intervention (3).
Matches the intervention
to the pre-assessment
of the learner’s needs
and is able to discuss
the rationale for doing
so (3).
When conducting the
intervention, is able to
make and discuss some
5 points
Is unable to use data to
choose appropriate
interventions (2) or
when conducting
interventions, is unable
to make modifications /
adaptations needed to
meet students’ needs
(2).
Provides limited
research support for
intervention plan (1).
Title Page &
Background
Information
Part 3A:
Intervention /
Instruction
15 points
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Part 3B:
Assessment of
Intervention /
Instruction
15 points
intervention, is able to
successfully make and
fully discuss
modifications /
adaptations needed to
meet students’ needs
(4).
Provides research
support from course and
outside resources for
intervention plan (3).
modifications /
adaptations needed to
meet students’ needs
(3).
Provides research
support from course
resources for
intervention plan (2).
15 points
Offers an in depth
analysis of the specific
effect on student
learning from the
intervention (6).
Provides insightful,
concrete examples and
detailed data to support
the effect on student
learning (6).
Provides research
support from course and
outside resources (3).
12 points
Offers a good analysis
of the effect on student
learning from the
intervention (5).
Provides good
examples and data to
support the effect on
student learning (5).
Provides research
support (2).
7 points
Offers a limited analysis
of the effect on student
learning from the
intervention (3) with
limited or inaccurate
data for support (3).
Provides limited
research support (1).
PART 4 (30 points)
Title & Background Information (See required information in grading rubric. Include reflection
statement in required format.)
 Part 4A: Recommendations for Future Instruction (1 page minimum): Based on the
activities and your evaluation/observation, what recommendations can you make? What specific
methods or approaches for literacy instruction do you think would benefit the individual in
developing language, e.g., oral language, knowledge of phonics, word recognition strategies and
overall comprehension? Provide research support (cite author, year, source) for your
recommendations.
 Part 4B: Research Support & Bibliography

Grading Rubric
NOTE: All assignments must be submitted on time. Assignments submitted after the deadline
may, at times, be accepted according to the assignment schedule with a 25% penalty.
Page 43
This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University
of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Section
Title Page &
Background
Information
Part 4A:
Recommendations
for Future
Instruction
25 points
Section 4B:
Research Support
& Bibliography
5 points
Expert
Acceptable
1) Complete title page
with academic honor /
honesty statement
2) Complete
background information
including the following
items:
 Current or projected
teaching position (Grade
level and teaching field)
 Certification(s)
sought
3) Reflection Statement
according to format
25 points
22 points
Expertly uses the data Uses the data analysis
analysis in Parts 1-3 to in Parts 1-3 to create
create and support
and support a basic set
more than five detailed of at least four research
and well developed
based
research based
recommendations for
recommendations with future instruction with
specific methods or
the English learner (18).
approaches for future
All recommendations
instruction with the
are supported by
English learner (20).
research (4).
All recommendations
are supported from
course and outside
research resources (5).
5 points
4 points
Offers recent research Offers research support
support for points from for points from course
course and outside
resources (2).
resources (2.5).
Citations (APA format)
Citations (APA format) are linked to points
are directly linked to
within text and citation is
points within text and
provided in separate
complete citation is
bibliography at the end
provided in separate
of the paper (2).
bibliography at the end
of the paper (2.5).
Unacceptable
14 points
Creates limited or vague
recommendations or is
unable to use the data in
Parts 1-3 to create a
basic set of
recommendations (12)
Not able to support
recommendations with
research or provides
limited or inaccurate
research (2).
2 points
Offers limited or no
research support for
points from course
resources (1).
Citations (APA format)
are not noted within text
and/or not included in
separate bibliography at
the end of the paper (1).
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
On portfolio assignments, you must provide a justification/rationale for how the national/state
standards are connected to the assignment (make sure this part is substantive). In other words,
how the reading and assignment for that lesson show that you understand and have mastery of
that standard.
Standards Connection/Reflection: Use the format provided by the instructor to connect
this lesson and/or activity back to the state and national educator standards for this program
(IRA/TExES Reading Specialist and TESOL/TExES ESL). Cite 1 national content standard and 1
state competency. Provide a justification/rationale (Reflection Statement) for the connection to
standards. See the following example for the type of linking to standards REFLECTION
STATEMENT you should create for assignments.
FORMAT: The three part reflection statement that is used for linking to standards should follow
this format and include the following items.
1) A brief summary of each entry. (I created the following assignment in [note class/semester]
because it is [describe assignment and put the assignment in context] and it shows [describe what
knowledge and skills the assignment reflects].
2) A reflection of how each assignment reflects specific national standards/state competencies
designated for the assignment (cite the specific set of standard(s) and how the assignment and
standard(s) are related).
EXAMPLE: Here is an example developed with the above guidelines for ACTFL, foreign
language professionals. Candidates need to adapt this example based on their own national /
state content and pedagogy standards.
1) I developed this lesson plan prior to residency/practicum in my general methods class, EDUC
4342/5314, Fall 2006. This lesson plan that demonstrates my ability to plan for classroom
instruction.
2) The lesson plan demonstrates that I have a firm understanding of ACTFL Standards 3, 4, and 5.
In order to plan the lesson, I had to understand and apply ACTFL Standard 3 (Texas ExCET
747—041 Understand methods and techniques for teaching Spanish), Language Acquisition
Theories and Instructional Practices; I had to be knowledgeable about the students’ language
acquisition levels in the beginning class and to plan appropriate active, hands on lessons that
take into account their developing understandings of the target language. To this end, I
planned a Total Physical Response lesson to teach students various action verbs and the
imperative structure. In addition, the lesson demonstrates my understanding of ACTFL
Standard 4, Integration of Standards into Curriculum and Instruction (Texas ExCET 747—041
Understand methods and techniques for teaching Spanish); I considered national and state
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This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University
of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
student standards and linked my lesson with its objectives and activities to those standards.
Finally, my lesson plan demonstrates an understanding of ACTFL Standard 5, Assessment of
Language and Cultures (Texas ExCET 747—041 Understand methods and techniques for
teaching Spanish), as I planned not only appropriate instructional activities but also informal
assessment opportunities throughout the lesson with observation of students’ ability to respond
to the oral commands in whole group, small groups, and individually, and to reteach when 5 of
the 20 students were not able to respond appropriately. Formal assessment was also planned
with an oral test where individuals had to respond to a variety of unique commands with the
verbs from the lesson plan.
5) Personal Language Story
Standards Link:
National Standards: TESOL 2a, 2b, 5b, IRA 1.1, 1.3, 5.1, 5.2
State Competencies: TExES ESL 009, 010, TExES Reading Specialist TExES 001-008, 013, 104
Description: For this class, you will compose a Personal Language Story with the primary
purposes of 1) examining and reflecting on your own personal language experience and the
familial/community/cultural/historical values that have shaped your language development; 2)
placing this language development into some sort of community/historical/cultural context so that
you and others can better understand the relationships between language development/values and
culture/individual community/history. Discuss how your oral and written language is different today
than the language you used five years ago? How is it different than ten years ago? Fifteen, etc.?
What have been the major influences on your evolving language? Discuss members of your LASS
(Language Acquisition Support System) and what specific influence they have had on your
language development. Interview parents or older siblings/friends of the family and have specific
quotes and/or examples about how you learned to speak, read, and write. Consider your own
community and its influence on your language. Cite the research that supports your points. If you
learned a second language, discuss this process as well. Your language development can include
both oral communication as well as reading/writing. But the focus should be on how you have used
language, particularly oral language, to negotiate your personal and professional environment from
birth to the present. Your story should also include the social, cultural, familial, community, and
personal values that have shaped your language development. Mark your posting with the
following label: Language Story.
Additional Background Information for Assignment
(Some information for this assignment was excerpted from
http://www.hu.mtu.edu/~cyselfe/courses/HU2548/LitAutoBio.html)
To compose your story, look at the questions below and shape this information into a first person
narrative according to the guidelines provided later.
First, create a timeline of your life noting key language dates in your life.
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
On the top side of this timeline, identify the key historical/social/cultural events that gave your life
and your language experiences shape. Choose those events that have some bearing on language
values/practices (e.g., the invention of the WWW in 1991 shaped many language practices in
online environments; the boom of web-based gaming environments in the 1990's changed the
language practices/values of many online gamers).
On the bottom side of the timeline, identify the key language events in your life—focusing on those
you mentioned in response to the language autobiography questions. You can illustrate these
historical/social/cultural events with appropriate images.
Here are some tips for succeeding on this assignment:







Respond to the Language Autobiography questions as completely and fully as possible.
Provide as many specific language shaping experiences as possible.
Support examples with research from course materials or other sources.
Do some careful thinking about the key historical/cultural/social events that shaped your
language values and practices—this is hard to do! Think back in your life about the larger
events that shaped your and your family's circumstances—especially your language
values/practices.
For the top of the timeline, don't just pick any old historical dates; be selective and identify only
those that had some important influence on your language history.
For the bottom of the timeline, don't pick all the language events/happenings in your life—select
only the key happenings/events that seem particularly important/salient for your own personal
language history.
On your timeline, make explicit the connection between your own language practices/values (or
those of your family) and the historical/social/cultural events that you have chosen to identify.
If you are at a loss for historical material, go online (use your favorite search engine and the
key words "timeline" and "historical") or go to the library to find some historical timelines (e.g.,
the Annals of America in the reference section) to consult for inspiration. Choose timelines
that cover the years of your own life.
Here are some online timelines that you may (or may not) find useful: timeline for American
news, lifestyle, and sounds; http://archer2000.tripod.com/index.html; timeline of computing
history http://www.computer.org/computer/timeline/; Chinese American timeline
http://online.sfsu.edu/~ericmar/catimeline.html.
Language Autobiography Questions
http://www.louisville.edu/~jcervi01/english101.html
Family Language Values/Practices

What value did your parents/grandparents/guardians place on language use and development?
At home? At school? What were their thoughts about education? What kinds of language
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus





use/reading/writing/computing did they do? What stories did they tell you about language
use/reading/writing?
Did your parents/grandmother go to school? To what level? (Treat mother and father and
grandparents separately). Can you tell us any stories about this?
Did your mother and father/grandparent tell stories/read at home? If so, what? (newspapers,
magazines, the Bible or the Koran or other religious texts, signs, pamphlets).
Did your father or mother/grandparents write on a regular basis? If so, what? (letters, shopping
lists, religious documents, community or organizational material)
Can you remember anything that your mother/father/grandparents said about storytelling?
Reading? Writing? Education? (deal with each of these separately)
How important did/do your parents think language/reading and writing was? What kinds of
values did/do they place on language use/reading and writing?
Early Language Practices/Values:












When did you learn to read? To write? Who taught you?
Tell us the story of how you first learned to read? To write?
What kinds of things did you read (e.g., comics, cereal boxes, magazines, library books,
computer games, etc.) and write (e.g., stories, e-mail) at home when you were a young child?
Be as specific as possible about authors, titles, etc. How might what you read have shaped
your language use?
An older child? (e.g., plays, songs)
An adolescent? (e.g., a diary, letters, notes to friends, IM exchanges, music, scripts, short
stories) How might what you read have shaped your language use?
Did your parents read to you or have you read to them? If so, please describe these situations.
Where and when did you read and write when you were a young child? An older child? An
adolescent?
How did you get access to books? Was there a library near your house? If so, did you use it?
When? How frequently?
Did you have a computer in your home? Did you use it as a young child? An older child? An
adolescent? If so, how did you use it at each of those stages? For what purposes (e.g., www
surfing, word-processing, programming, computer games, etc.)?
Who helped you? Hindered you? (include personal computers, computer games, etc.)
What kinds of things did you read/write online? (e.g., web sites, games, e-mail)
Who were the most significant individuals who shaped your oral language use during the early
years? How?
School Language Practices



What kinds of language/reading/writing activities did you learn/do in classes in elementary
school? Junior High school? High school? College?
What kinds of language shaping activities did you have with your peers?
Current School Language Practices
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus

What kind of language/reading/writing/speaking activities
do you do in college? (e.g., passing notes, writing essays, reading novels) What kinds of
language/reading/writing activities are your favorites? Your least favorite?
Historical/Cultural/Social/Familial Events That Provided a Context for Language



What important historical/political/social events were happening in your state, country, or
around the world when you were a child growing up? When you were a teenager? Please list
as many of these as possible—especially those that shaped your language practices/values.
What important family events happened when you were a child growing up? When you were a
teenager? Please list as many of these as possible—especially those that shaped your
language practices/values.
Who were your heroes when you were a young child? An older child? An adolescent?
How did these events shape your language use, your vocabulary?
Format: Arrange your assignment in the following sequence with these required sections /
subheadings and the content points noted.
Title Page & Background Information (See required information in grading rubric. Include
reflection statement in required format.)
Section I: Timeline: Include timeline of important personal language events (include personal
events, e.g., early years and first language acquisition, schooling, clubs/organizations,
jobs/professional affiliations).
Section II: People that shaped my language: a) Discuss the specific growth of your language
from child to teen to adult and provide concrete examples of people who shaped your language.
(What specific family members, friends, and community members influenced your language
development? What community influences shaped your language?). Cite the research that
supports your points. See the questions in the syllabus to guide your thought process. b) Cite
specific differences in vocabulary (e.g., jargon for vocation/avocation) and language use (informal
vs. formal) from age to age and the reasons for the vocabulary/language use changes. Cite the
research that supports your points.
Section III: Life events that shaped my language: a) Discuss the specific growth of your
language from child to teen to adult and provide concrete examples of events that shaped your
langauge. (What specific life events (e.g., membership in a particular group such as
sorority/fraternity, military; historical events such as 911, Vietnam War, etc.) influenced your
language development?). Cite the research that supports your points.. See the questions in the
syllabus to guide your thought process. b) Cite specific differences in vocabulary (e.g., jargon for
vocation/avocation) and language use (informal vs. formal) from age to age and the reasons for
the vocabulary/language use changes. Cite the research that supports your points.
Section IV: Reflections and Implications for the Classroom: a) How does reflecting on your
own language story help you better understand the factors at work in your students’ language
development? Cite the research that supports your points. b) What similarities/differences do you
see in your students’ language development/use and your own at that same age? c) What
implications do your language story observations have for your work with students, families,
community? Cite the research that supports your points.
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Section V: Research Support & Bibliography
Portfolio Posting: On portfolio assignments, you must provide a justification/rationale for how the
national/state standards are connected to the assignment (make sure this part is substantive). In
other words, how the reading and assignment for that lesson show that you understand and have
mastery of that standard.
Standards Connection/Reflection: Use the format provided by the instructor to connect
this lesson and/or activity back to the state and national educator standards for this program
(IRA/TExES Reading Specialist and TESOL/TExES ESL). Cite 1 national content standard and 1
state competency. Provide a justification/rationale (Reflection Statement) for the connection to
standards. See the following example for the type of linking to standards REFLECTION
STATEMENT you should create for assignments.
FORMAT: The three part reflection statement that is used for linking to standards should follow
this format and include the following items.
1) A brief summary of each entry. (I created the following assignment in [note class/semester]
because it is [describe assignment and put the assignment in context] and it shows [describe what
knowledge and skills the assignment reflects].
2) A reflection of how each assignment reflects specific national standards/state competencies
designated for the assignment (cite the specific set of standard(s) and how the assignment and
standard(s) are related).
EXAMPLE: Here is an example developed with the above guidelines for ACTFL, foreign language
professionals. Candidates need to adapt this example based on their own national / state
content and pedagogy standards.
1) I developed this lesson plan prior to residency/practicum in my general methods class, EDUC
4342/5314, Fall 2006. This lesson plan that demonstrates my ability to plan for classroom
instruction.
2) The lesson plan demonstrates that I have a firm understanding of ACTFL Standards 3, 4, and 5.
In order to plan the lesson, I had to understand and apply ACTFL Standard 3 (Texas ExCET
747—041 Understand methods and techniques for teaching Spanish), Language Acquisition
Theories and Instructional Practices; I had to be knowledgeable about the students’ language
acquisition levels in the beginning class and to plan appropriate active, hands on lessons that
take into account their developing understandings of the target language. To this end, I
planned a Total Physical Response lesson to teach students various action verbs and the
imperative structure. In addition, the lesson demonstrates my understanding of ACTFL
Standard 4, Integration of Standards into Curriculum and Instruction (Texas ExCET 747—041
Understand methods and techniques for teaching Spanish); I considered national and state
student standards and linked my lesson with its objectives and activities to those standards.
Finally, my lesson plan demonstrates an understanding of ACTFL Standard 5, Assessment of
Language and Cultures (Texas ExCET 747—041 Understand methods and techniques for
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Syllabus
teaching Spanish), as I planned not only appropriate instructional activities but also informal
assessment opportunities throughout the lesson with observation of students’ ability to respond
to the oral commands in whole group, small groups, and individually, and to reteach when 5 of
the 20 students were not able to respond appropriately. Formal assessment was also planned
with an oral test where individuals had to respond to a variety of unique commands with the
verbs from the lesson plan.
Grading Rubric
NOTE: All assignments must be submitted on time. Assignments submitted after the deadline
may, at times, be accepted according to the assignment schedule with a 25% penalty.
Section
Expert
Acceptable
Developing
Title Page &
Background
Information
Section I:
Timeline
10 points
10 points
Includes elaborated
timeline of important
personal language
events (includes
personal events, e.g.,
early years and first
language acquisition,
schooling,
clubs/organizations,
jobs/professional
1) Language Story with
academic honor /
honesty statement
2) Complete background
information including the
following items:
 What is your current
teaching position? OR
What is your projected
teaching position?
(Grade level and
teaching field).
 What is your personal
background in terms of
interaction and
experience with culturally
/ linguistically diverse
students and / or
individuals?
 Reflection statement
8 points
6 points
Includes timeline of
Limited or no timeline
important personal
provided (6).
language events (include
personal events, e.g.,
early years and first
language acquisition,
schooling,
clubs/organizations,
jobs/professional
affiliations (8)
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LIST5361 Language Learning: Educational Perspectives
Syllabus
Section II:
People That
Shaped My
Language
20 points
Section III: Life
Events That
Shaped
Language
20 points
Section IV:
Reflections &
Implications for
the Classroom
20 points
affiliations) (10)
20 points
Provides a detailed and
well developed analysis
of personal language
growth from child to teen
to adult with many
concrete, elaborated
examples (7), citing key
people (5) who
influenced specific
differences in vocabulary
(e.g., jargon for
vocation/avocation) and
language use (informal
vs. formal) (8).
20 points
Provides a detailed and
well developed analysis
of personal language
growth from child to teen
to adult with many
concrete examples,
citing specific
differences in vocabulary
(e.g., jargon for
vocation/avocation) and
language use (informal
vs. formal) from age to
age (10) and the specific
events that shaped those
vocabulary/language use
changes (10).
20 points
1) Provides an insightful
reflection and rationale
about the importance of
considering a personal
language story with well
developed
understandings about
the factors at work in
students’ language
development. (8)
17 points
Provides a good analysis
of personal language
growth from child to teen
to adult with concrete
examples (6), citing key
people (4) who
influenced specific
differences in vocabulary
(e.g., jargon for
vocation/avocation) and
language use (informal
vs. formal) (7).
12 points
Provides a limited
analysis of personal
language growth from
child to teen to adult with
few specific examples (4)
and people (3) who
influenced specific
differences in vocabulary
(e.g., jargon for
vocation/avocation) and
language use (informal
vs. formal) (5).
18 points
Provides a good analysis
of personal language
growth from child to teen
to adult with concrete
examples, citing specific
differences in vocabulary
(e.g., jargon for
vocation/avocation) and
language use (informal
vs. formal) from age to
age (9) and the events
that shaped those
vocabulary/language use
changes (9).
12 points
Provides a limited
analysis of personal
language growth from
child to teen to adult with
few specific examples of
events (6) that influenced
specific differences in
vocabulary (e.g., jargon
for vocation/avocation)
and language use
(informal vs. formal) (6).
14 points
1) Provides a reflection
and rationale about the
importance of
considering a personal
language story with
basic understandings
about the factors at work
in students’ language
development (6).
2) Offers at least four
10 points
1) Provides a limited
reflection about the
importance of
considering a personal
language story with
limited understandings
about the factors at work
in students’ language
development (5).
2) Provides limited
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Section V:
Research
Support &
Bibliography
5 points
2) Offers at least five
well developed
instructional implications
linking your own
Personal Language
Story and the language
development of English
learners (e.g., What
similarities/differences
do you see in your
students’ language
development/use and
your own at that same
age?) (7) with specifics
about how people and
events shape language
in and out of the
classroom (e.g., What
implications do your
language story
observations have for
your work with students,
families, community?)
(5).
5 points
Offers recent research
support for points from
course and outside
resources (3).
Citations (APA format)
are directly linked to
points within text and
complete citation is
provided in separate
bibliography at the end
of the paper (2).
instructional implications
linking your own
Personal Language
Story and the language
development of English
learners (e.g., What
similarities/differences
do you see in your
students’ language
development/use and
your own at that same
age?) (6) with specifics
about how people and
events shape language
in and out of the
classroom (e.g., What
implications do your
language story
observations have for
your work with students,
families, community?)
(4).
instructional implications
and/or is unable to
clearly link Personal
Language Story to
instructional implications
regarding the language
development of English
learners (5)
3 points
Offers research support
for points from course
resources (2).
Citations (APA format)
are linked to points
within text and citation is
provided in separate
bibliography at the end
of the paper (1).
2 points
Offers limited or no
research support for
points from course
resources (1).
Citations (APA format)
are not noted within text
and/or not included in
separate bibliography at
the end of the paper (1).
Supplemental Reading List
ALPHABETS AND LANGUAGE SYSTEMS
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Bourke, L. (1991). Eye spy: A book of alphabet puzzles. San Francisco: Chronicle Books.
Der Manuelian, P. (1991). Hieroglyphics from A to Z: A rhyming book with ancient Egyptian
stencils for kids. New York: Scholastic.
Kitamura, S. (1992). From acorn to zoo and everything in between in alphabetical order. New
York: Trumpet Club.
Liptak, K. (1990). North American Indian sign language. New York: Scholastic.
Pallotta, J. (1991). The dinosaur alphabet book. New York: Trumpet Club.
Pallotta, J. (1993). The extinct alphabet book. New York: Trumpet Club.
Viorst, J. (1994). The alphabet from Z to A (with much confusion on the way). New York:
Atheneum.
COMMUNICATION
Aliki. (1993). Communication. New York: Scholastic.
DIALECT
Labov, W. (1981). The study of nonstandard English. Urbana, IL: National Council of Teachers
of English.
DICTIONARIES, LEXICOGRAPHY, AND WORD FORMATION PROCESSES
Ammer, C. (1992). Southpaws and Sunday punches and other sporting expressions. New
York: Dutton.
Bayan, R. (1994). The cynic's dictionary. New York: Hearst Books.
Benthul, H. F. (1981). Wording your way through Texas. Burnet, TX: Eakin Press.
Berg, P. (1953). A dictionary of new words in English. New York: Thomas Y. Crowell.
Brown, I. (1974). Words in our time. Westport, CT: Greenwood Press.
Colcord, J. C. (1977). Sea language comes ashore. New York: Arno Press.
Chapman, R. L. (1986). New dictionary of American slang. New York: Harper & Row.
Funk, C. E. (1985). A hog on ice. New York: Harper and Row.
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Funk, C. E. (1985). Thereby hangs a tale: Stories of curious word origins. New York: Harper
and Row.
Hargrave, B. (1968). Origins and meanings of popular phrases and names. Detroit, MI: Gale
Research Company.
Lerner, S., & Belkin, G. S. (1993). A dictionary of new words. New York: Barnes and Noble.
Mackay, C. (1987). Lost beauties of the English language. London: Bibliophile Books.
Mayberry, G. (1961). A concise dictionary of abbreviations. New York: Tudor Publishing.
Morris, W., & Morris, M. (1962). Dictionary of word and phrase origins. New York: Harper and
Row.
Partridge, E. (1977). A dictionary of catch phrases: British and American from the sixteenth
century to the present day. New York: Stein and Day.
Partridge, E. (1978). A dictionary of clichés. London: Routledge & Kegan Paul.
Radford, E. (1946). Unusual words and how they came about. New York: Philosophical Library.
Reifer, M. (1955). Dictionary of new words. New York: Philosophical Library.
Room, A. (1986). Dictionary of changes in meaning. London: Routledge & Kegan Paul.
Schur, N. W. (1987). British English: A to Zed. New York: HarperCollins.
Sullivan, George. (1979). The complete sports dictionary. New York: Scholastic.
Train, J. (1980). Remarkable words with astonishing origins. New York: Clarkson N. Potter.
Vanoni, M. (1989). Great expressions: How our favorite words and phrases have come to
mean what they mean. New York: William Morrow. Why do we say it? (1985). Edison, NJ:
Castle Books.
LANGUAGE ACQUISITION--FIRST AND SECOND LANGUAGE
Diaz-Rico, L.T., & Weed, K.Z. (1995). The crosscultural, language, and academic development
handbook. Boston: Allyn & Bacon.
Faltis, C.J. (1997). Joinfostering: Adapting teaching for the multilingual classroom. Upper
Saddle River, NJ: Merrill.
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This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University
of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Freeman, D. E., & Freeman, Y. S. (1994). Between worlds: Access to second language
acquisition. Portsmouth, NH: Heinemann.
Gibbons, P. (1993). Learning to learn in a second language. Portsmouth, NH: Heinemann.
Heath, S. B. (1983). Ways with words: Language, life, and work in communities and
classrooms. New York: Cambridge.
Holdaway, D. (1985). Stability and change in literacy learning. Portsmouth, NH: Heinemann.
Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford:
Pergamon.
Lessow-Hurley, J. (1996). The foundations of dual language instruction. New York: Longman.
Perez , B., & Torres-Guzman, M. E. (1996). Learning in two worlds: An integrated
Spanish/English biliteracy approach. New York: Longman.
Piper, T. (1993). Language for all our children. Engelwood Cliffs, NJ: Merrill.
Power, B.M., & Hubbard, R.S. (Eds). (1996). Language development: A reader for teachers.
Englewood Cliffs, NJ: Merrill.
Wells, G. (1986). The meaning makers: Children learning language and using language to
learn. Portsmouth, NH: Heinemann.
LANGUAGE STRUCTURE
Cleary, L. M., & Linn, M. D. (1993). Linguistics for teachers. New York: McGraw-Hill.
Delahunty, G. P., & Garvey, J. J. (1994). Language, grammar and communication: A course
for teachers of English. New York: McGraw-Hill.
Fromkin, V., & Rodman, R. (1993). An introduction to language (5th ed.). Ft. Worth, TX:
Harcourt Brace.
Lyons, J. (1979). Theoretical linguistics. New York: Cambridge.
Parker, F., & Riley, K. (1994). Linguistics for non-linguists: A primer with exercises (2nd ed.).
Boston: Allyn & Bacon.
Quirk, R., & Greenbaum, S. (1973). A concise grammar of contemporary English. New York:
Harcourt Brace.
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LIST5361 Language Learning: Educational Perspectives
Syllabus
LANGUAGE MAINTENANCE/LANGUAGE SHIFT
Baker, G. C. (1972). Social functions of language in a Mexican-American community. Tucson,
AZ: The University of Arizona Press.
SECOND LANGUAGE INSTRUCTION
Krashen, S. D., & Terrell, T. D. (1983). The natural approach. San Francisco: Alemany.
Larsen-Freeman, D. (1986). Techniques and principles in language teaching. New York:
Oxford.
Omaggio, A. C. (1986). Teaching language in context: Proficiency-oriented instruction.
Boston: Heinle & Heinle.
Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching. New
York: Cambridge.
Stevick, E. W. (1988). Teaching and learning languages. New York: Cambridge.
SEMANTICS, VOCABULARY, WORD PLAY
Agee, J. (1991). Go hang a salami! I'm a lasagna hog! and other palindromes. New York:
Trumpet Club.
Arnosky, J. (1990). A kettle of hawks and other wildlife groups. New York: Lothrop, Lee and
Shepard Books.
Day, A. (1994). Frank and Ernest on the road. New York: Scholastic.
Geller, L. G. (1985). Wordplay and language learning for children. Urbana, IL: National Council
of Teachers of English.
Gwynne, F. (1970). The king who rained. New York: Simon and Schuster.
Gwynne, F. (1976). A chocolate moose for dinner. New York: Simon and Schuster.
Gwynne, F. (1980). The sixteen hand horse. New York: Simon and Schuster.
Gwynne, F. (1988). A little pigeon toad. New York: Simon and Schuster.
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Hatch, E., & Brown, C. (1995). Vocabulary, semantics, and language education. New York:
Cambridge.
Heimlick, J. E., & Pittelman, S. D. (1986). Semantic mapping: Classroom applications. Newark,
DE: International Reading Association.
Pittelman, S. D., Heimlich, J. E., Berglund, R. L., & French, M. P. (1991). Semantic feature
analysis: Classroom applications. Newark, DE: International Reading Association.
Shaw, N. (1991). Sheep in a shop. Boston: Houghton Mifflin.
Shaw, N. (1992). Sheep out to eat. Boston: Houghton Mifflin.
Steig, W. (1968). CDB! NewYork: Trumpet Club.
Steig, W. (1984). CDC? New York: Scholastic.
SPELLING
Henderson, E. H. (1990). Teaching spelling (2nd ed.). Boston: Houghton Mifflin.
Appendix
Additional Guidelines and Forms for Case Study
Adapated from http://coe.sdsu.edu/people/jmora/TE930LAR/Rdercase.htm
You will work with an English learner (child or adult) for a minimum of 3 sessions of approximately
30 minutes – one hour, depending upon the age of the individual. Through working with the
English learner, you will consider background, interests, and needs of the individual and make
recommendations as to how to best help the English learner.
Activities or Interactions with the English Learner
These activities may have to be modified if you are working with a young adult or adult. For
instance, instead of reading aloud a picture book, you could use some type of environmental print
such as a newspaper article, magazine, menu, etc.
Please conduct the following activities with your case study subject: 1) conduct an interest
inventory; 2) conduct an oral interview; 3) foster discussion of language learning issues and
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analyze the discussion; 3) assess oral language; 4) assess the student’s writing; 5) assess sight
vocabulary; 6) conduct/analyze a story retelling; 7) assess letter identification; 8) assess writing
vocabulary; 9) assess other aspects of spelling.
Below is a suggested schedule of observations of your case study subject's literacy behaviors and
skills. Also included are some instructional strategies or interaction activities that you can conduct
to observe and assess his/her literacy behaviors. Take notes each meeting for writing up your final
report. You do not need to include these in your report, but they will be helpful in reflecting on the
individual's progress and on specific behaviors that are indicators of developmental levels and/or
competencies. These will serve as examples to illustrate your main points in your case study
report.
Session 1
Select an individual who is learning English as a second language. If a student is selected,
interview the teacher if possible to find out background information. Try to observe the student
during class time and record observations (how does the individual perform during instruction:
what is the class doing/ what is the student doing/what is the teacher doing).
Questions to consider:






Can he/she read and/or write English with some level of proficiency?
Can he/she read grade level material with comprehension?
What pronunciation problems can you detect? Provide specific examples.
What spelling or grammar problems do you notice? Provide specific examples.
Note the student’s level of oral proficiency on the SOLOM (see below) or check the student's
cumulative file (with teacher's permission and under his/her supervision).
Complete the SOLOM Proficiency Assessment
Session 2
Listen to your student read a storybook (if he/she is pre-literate, read to him/her). Find a book at
his/her instructional level. Do a Running Record (see information on Running Records). If the
child is not reading yet, “picture talk” the story and note the vocabulary (numbers, colors, nouns,
adjectives, actions, phrases) the student uses to tell the story back to you.
If you are working with an older student or adult, you can use some type of environmental print
such as a newspaper article, magazine, menu, etc.
Read some pages from a grade-level textbook with the student. (With an adult, use some type of
environmental print such as a brochure, etc.) Note the vocabulary, concepts, illustrations used and
the student’s ability to comprehend these displays of information. If the student does not have a
textbook, try to find out what themes the teacher is teaching in social studies (history of ….,
geography of …, biography of …).
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Read some pages from a math related source with the student. Note the vocabulary, concepts,
illustrations used and the student’s ability to comprehend these displays of information. Help the
student with basic/grade level math vocabulary and concepts. Or assess your student’s ability to
count in English, use ordinal numbers (first, second, third), read and write numbers, tell time, add,
subtract, multiply, divide, measure, graph.
Read some pages from a grade-level language arts/literature textbook with the student. Note the
vocabulary, concepts, illustrations used and the student’s ability to comprehend and retell the
story. If using a literature textbook, a story grammar process grid to record student’s retelling of
the story: Setting, Characters, 3 Events, Problem, Resolution.
Session 3
Collect a writing sample from the child. Score it using a writing rubric (see below).
Observations
Begin with a description of your subject, including their language proficiency level, their writing
rubric score and any other descriptive information that will provide a complete picture of the child
for the analysis to follow. The analysis should address any of the following questions that are
pertinent to your findings on the language and literacy skills of your case study subject. These
questions should serve as a guide to your analysis.
Reflect on the data and summarize the experience documenting the results of your assessment
with the SOLOM. What did you learn about your case study participant and his/her level of
competency and development in literacy? Can you place him/her on a developmental continuum
in reading? Writing? What did you learn about academic language? What did you learn about this
student's engagement with literacy tasks?
Did you observe a difference between the child's level of oral language proficiency as
measured by the SOLOM and his/her reading and writing skills?
What specific grammatical structures appeared to cause difficulty for the child in both
his/her oral language and writing?
What specific examples of transfer of skills or linguistic interference between the child's
native language and English did you find in his/her oral and written usage?
What conclusions can you draw about the relationship between oral language and literacy
skills based on the information available in the cumulative folder and your assessments of the
child?
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Did you observe differences in the student’s application of reading strategies according to
the type of text being read? For example, was the child able to read narrative text more easily and
fluently than content-area reading text?
Guidelines for Student Oral Language Observation Matrix (SOLOM)
http://www.helpforschools.com/ELLKBase/forms/SOLOM.shtml OR
http://fcit.usf.edu/esol/specific/4315/SOLOM.doc
The purpose of this assignment is to provide an experience in administering a rating scale
for second language proficiency. The administration of the SOLOM to a student who is learning
English as a second language will allow teacher candidates to observe the interaction between
oral language proficiency termed Basic Interpersonal Communication Skills (BICS) and the
Cognitive Academic Language Proficiency (CALP) required for proficiency in reading and writing.
Analysis of this type informs teachers about how bilingual students' strengths and weaknesses in
oral English interact in the four skills of language arts: listening, speaking, reading and writing. The
SOLOM is designed to assess authentic oral language used for real, day-to-day classroom
purposes and activities.
In addition, language assessment allows a teacher to closely observe students'
development of different features of language proficiency in a holistic fashion. This information is
useful in planning appropriate instruction for bilingual readers and writers. The skills you will
acquire in completing this assignment address RICA content area 13: Structure of the English
language. For a complete discussion of the purpose and structure of the Student Oral Language
Observation Matrix (SOLOM) and how it is scored, see Peregoy & Boyle (2000), p. 131-142.
Administrating the SOLOM
Choose an individual who is classified as an English language learner. Observe the student
in several different authentic activities in which he/she is interacting. Observe for a minimum of five
minutes on each occasion. On each occasion, mark the rankings on the matrix according to your
impressions of the child's use of English. You may wish to audio record one or more of your
sessions to go back and confirm your impressions or to look for certain patterns of errors or usage.
You will rate the child's language use on a scale from 1 to 5 on each of these traits:
comprehension, fluency, vocabulary, pronunciation, and grammar. Cross-check your ratings from
the different contexts in which you observed the child for consistencies or variations that may
indicate different levels of proficiency according to language function or purpose.
Scoring the SOLOM
The SOLOM yields ratings for four phases of English language proficiency.
Phase 1 = 5-11
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Phase 2 = 12-18
Phase 3 = 19-24
Phase 4 = 25 Full English proficiency
Reporting the SOLOM Results
You will submit a brief report of the results of the SOLOM to include the following
information:
The child's total score and phase of English language acquisition.
A discussion of the child's strengths and weaknesses in the five traits.
A brief description of the classroom context and activity or activities in which you observed
the child.
Overall impressions of the child's ability to function in English in an academic context as
well as a social interaction context.
A discussion of what insights you gained from the experience of administering the rating
scale. These could include addressing issues such as:





Did the child's level of overall fluency allow him/her to participate fully in academic activities
or was his/her participation impaired?
Was the child's command of vocabulary adequate for him/her to gain "comprehensible
input" from academic instruction?
Did you note a marked difference between the child's performance in social settings within
the classroom versus his/her performance on academic tasks?
Did the child's pronunciation and/or grammar usage impede others' abilities to comprehend
the child? If so, did this occur occasionally or frequently?
What modifications in instruction and or interpersonal communications did you observe for
this child? Would you recommend different or additional accommodations based on this
analysis?
APPENDIX
Sight Vocabulary
Retrieved at http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?LPID=14512
Step: 1 Duration: Varies
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Lesson Preparation:
1) Prior to lesson, teacher will assemble a dictionary booklet for each student. Take two pieces of
construction paper (front and back of dictionary) and insert 14 sheets of plain white paper. Staple
the white paper inside the construction paper.
2) Write a sight word on a 4x6 index card. Have a minimum of 26 sight word cards available (one
sight word for each letter of the alphabet). Teacher may choose to laminate cards for future use.
Attached is a suggested sight word list.
Attachments for Step 1
Title: Sight Word List FileName: Suggested Sight Word List.doc or use Dolch Word List
below
Description: Suggested list of sight words for teacher to print or write on index cards.
Step: 2 Duration: 10 minutes
Teacher will hold up individual sight word cards one at a time. Allow time for students to say
the word aloud. Repeat this process for all sight words. Note these cards will made in Step 1.
Step: 3 Duration: 30 minutes (Optional step due to time constraints)
After review of chosen sight words, teacher will instruct the students to make a "Sight Word
Dictionary." Revisit the definition of a dictionary (book to look up the meanings of words,
sometimes including a picture). Tell the students they will be responsible for writing a minimum of
two words for each letter of the alphabet. For example, the letter "a" may have the words
and/again; "b" may have the words been/brown, etc. Distribute the preassembled dictionaries to
the students. Teacher will inform the students that they must draw a line in the center of each white
page to divide it in half. Then on each half of the page, students will print a letter of the alphabet.
Start with the letter "a" and go to the letter "z." Students may hunt for words in the classroom,
books, newspapers, etc. Teacher should monitor student progress and offer assistance as needed.
Step: 4 Duration: 20 minutes
Students will individually read a written word for each letter of the alphabet to the teacher.
This will allow each student to read 26 sight words. Teacher should document students'
performance on attached checklist. Upon completion of activity, instruct students to keep their
dictionary in their desk for future reference. As new sight words are learned, students can add
them to their dictionaries.
Attachments for Step 4
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Description: Teacher checklist to assess individual student's performance on assessed skills. This
is in document format.
Title: Sight Word Dictionary Checklist FileName: Sight Word Dictionary Assessment.doc
Description: Teacher checklist to assess individual student's performance on assessed skills. This
is in document format.
Dolch Sight Word List
Retrieved at http://gemini.es.brevard.k12.fl.us/sheppard/reading/dolch.html
Preprimer
Primer
First
Second
Third
a
all
after
always
about
and
am
again
around
better
away
are
an
because
bring
big
at
any
been
carry
blue
ate
as
before
clean
can
be
ask
best
cut
come
black
by
both
done
down
brown
could
buy
draw
find
but
every
call
drink
for
came
fly
cold
eight
funny
did
from
does
fall
go
do
give
don't
far
help
eat
going
fast
full
hers
four
had
first
got
I
get
has
five
grow
Page 64
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
in
good
her
found
hold
is
has
him
gave
hot
it
he
how
goes
hurt
jump
into
just
green
if
little
like
know
its
keep
look
must
let
made
kind
make
new
live
many
laugh
me
no
may
off
light
my
now
of
or
long
not
on
old
pull
much
one
our
once
read
myself
play
out
open
right
never
red
please
over
sing
only
run
pretty
put
sit
own
said
ran
round
sleep
pick
see
ride
some
tell
seven
the
saw
stop
their
shall
three
say
take
these
show
to
she
thank
those
six
two
so
them
upon
small
up
soon
then
us
start
we
that
think
use
ten
yellow
there
walk
very
today
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
you
they
where
wash
together
this
when
which
try
too
why
warm
under
wish
want
work
was
would
well
write
went
your
what
white
who
will
with
yes
SOLOM
Student Oral Language Observation Matrix (SOLOM)
The SOLOM is not a test per se. A test is a set of structured tasks given in a standard way. The SOLOM is a rating
scale that teachers can use to assess their students' command of oral language on the basis of what they observe on
a continual basis in a variety of situations - class discussions, playground interactions, encounters between classes.
The teacher matches a student's language performance in a five mains - listening comprehension, vocabulary,
fluency, grammar, and pronunciation - to descriptions on a five-point scale for each (See Figure 1). The scores for
individual domains can be considered, or they can be combined into a total score with a range of five through 25,
where approximately 19 or 20 can be considered proficient. SOLOM scores represent whether a student can
participate in oral language tasks typically expected in the classroom at his or her grade level.
Because it describes a range of proficiency from non-proficient to fluent, the SOLOM can be used to track annual
progress. This, in turn, can be used in program evaluation, and as some of the criteria for exit from alternative
instructional programs. However, to be used for these purposes, it is important to ensure that all teachers who use it
undergo reliability training so that scores are comparable across teachers. For this purpose, a training video has been
produced by Montebello School District in California.
The SOLOM does not require a dedicated testing situation. To complete it, teachers simply need to know the criteria
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
for the various ratings and observe their students' language practices with those criteria in mind. Therein lies the
greatest value of the SOLOM and similar approaches:

it fixes teachers' attention on language-development goals;

it keeps them aware of how their students are progressing in relation to those goals; and

it reminds them to set up oral-language-use situations that allow them to observe the student, as well as
provide the students with language-development activities.
While observing, teachers should be attuned to the specific features of a student's speech that influenced their rating.
They can use this information as a basis of instruction. The SOLOM is sufficiently generic to be applicable to other
language besides English.
The SOLOM is not commercially published. It was originally developed by the San Jose Area Bilingual Consortium and
has undergone revisions with leadership from the Bilingual Education Office of the California Department of Education.
It is within the public domain and can be copied, modified, or adapted to meet local needs.
Directions for Administering the SOLOM:
Based on your observation of the student, indicate with an "X" across the category which best describes the student's
abilities.

The SOLOM should only be administered by persons who themselves score at level "4" or above in all
categories in the language being assessed.

Students scoring at level "1" in all categories can be said to have no proficiency in the language.
SOLOM Teacher Observation
Student Oral Language Observation Matrix
Student's Name: ___________________________________________________________ Grade
____________________________ Date: _________________________
Administered By (signature): _____________________________________________________ Language Observed:
____________________________________________
1
2
3
4
5
A.
Comprehension
Cannot be said
to understand
even simple
conversation.
Has great
difficulty following
what is said. Can
comprehend only
social
conversation
spoken slowly and
with frequent
repetitions.
Understands most of
what is said at
slower-than-normal
speed with
repetitions.
Understands
nearly everything
at normal
speech. Although
occasional
repetition may be
necessary.
Understands
everyday
conversation and
normal
classroom
discussions.
B. Fluency
Speech so
halting and
fragmentary as
to make
conversation
virtually
impossible.
Usually hesitant:
often forced into
silence by
language
limitations.
Speech in everyday
conversation and
classroom discussion
frequently disrupted
by the student's
search for the correct
manner of expression
Speech in
everyday
conversation and
classroom
discussions
generally fluent,
with occasional
lapses while the
student searches
for the correct
manner of
expression.
Speech in
everyday
conversation and
classroom
discussions
fluent and
effortless;
approximating
that of a native
speaker.
C. Vocabulary
Vocabulary
limitations so
extreme as to
make
Misuse of words
and very limited:
comprehension
quite difficult.
Student frequently
uses wrong words:
conversation
somewhat limited
Student
occasionally uses
inappropriate
terms and/or
Use of
vocabulary and
idioms
approximate that
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
conversation
virtually
impossible.
because of
inadequate
vocabulary.
must rephrase
ideas because of
lexical
inadequacies.
of a native
speaker.
D.
Pronunciation
Pronunciation
problems so
severe as to
make speech
virtually
unintelligible.
Very hard to
understand
because of
pronunciation
problems. Must
frequently repeat
in order to make
him/herself
understood.
Pronunciation
problems necessitate
concentration on the
part of the listener
and occasionally lead
to misunderstanding.
Always
intelligible,
although the
listener is
conscious of a
definite accent
and occasional
inappropriate
intonation
patterns.
Pronunciation
and intonation
approximate that
of a native
speaker.
E. Grammar
Errors in
grammar and
word order so
severe as to
make speech
virtually
unintelligible.
Grammar and
word order errors
make
comprehension
difficult. Must
often rephrase
and/or restrict
him/herself to
basic patterns.
Makes frequent
errors of grammar
and word order that
occasionally obscure
meaning.
Occasionally
makes
grammatical
and/or word order
errors that do not
obscure
meaning.
Grammar and
word order
approximate that
of a native
speaker.
Source:
Developed by San Jose Unified School District, San Jose, California
PCP Nodes 4.3.1, 4.3.3, 5.2.5, 6.2.1
Copyright © 2004 Region VII Comprehensive Center
Running Record (retrieved at http://www.readinga-z.com/newfiles/levels/runrecord/runrec.html,
see also http://ww2.chandler.k12.az.us/tarwaterelementary/teacherresource/Running%20Records.htm)
How to Take a Running Record





Select a book that approximates the child’s reading level. Explain to the child that he or she
will read out loud as you observe and record his or her reading behavior.
With the running record form in hand, sit next to the child so that you can see the text and
the child’s finger and eye movements as he or she reads the text.
As the child reads, mark each word on the running record form by using the symbols on the
chart that follows. Place a check mark above each word that is read correctly.
If the child reads incorrectly, record above the word what the child reads.
If the child is reading too fast for you to record the running record, ask him or her to pause
until you catch up.
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LIST5361 Language Learning: Educational Perspectives
Syllabus



Be sure to pay attention to the reader’s behavior as he or she reads. Is the child using
meaning (M), structural (S), and visual (V) cues to read words and gather meaning?
Intervene as little as possible while the child is reading.
If the child is stuck and unable to continue, wait 5 to10 seconds and tell him or her the word.
If the child seems confused, indicate the point of confusion and say, “Try again.”
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LIST5361 Language Learning: Educational Perspectives
Syllabus
Analyzing and Scoring a Running Record
Qualitative Analysis
The qualitative analysis is based on observations that you make during the running record. It involves observing how the
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LIST5361 Language Learning: Educational Perspectives
Syllabus
child uses the meaning (M), structural (S), and visual (V) cues to help him or her read. It also involves paying attention to
fluency, intonation, and phrasing. Think back to the prompts you offered and how the child responded to the prompts. All of
these things help you to form a picture of the child’s reading development.
Scoring
The information gathered while doing a running record is used to determine error, accuracy, and self-correction rates.
Directions for calculating these rates are given below. The calculated rates, along with qualitative information and the child’s
comprehension of the text, are used to determine a child’s reading level.
Error Rate
Error rate is expressed as a ratio and is calculated by dividing the total number of words read by the total number of errors
made.
Total words / total errors = Error rate
TW / E = ER
Example:
120 / 6 = 20
The ratio is expressed as 1:20. This means that for each error made, the child read 20 words correctly.
Accuracy Rate
Accuracy rate is expressed as a percentage. You can calculate the accuracy rate by using the following formula:
(Total words read – total errors) / total words read x 100 = Accuracy rate.
(TW - E) / TW x 100 = AR
Example:
(120 – 6) / 120 x 100 = Accuracy rate
114/120 x 100 = Accuracy rate
.95 x 100 = 95%
You can use accuracy rate to determine whether the text read is easy enough for independent reading, difficult enough to
warrant instruction yet avoid frustration, or too difficult for the reader. The breakdown of these three categories is as follows:
Category description
Accuracy rate
range
Easy enough for
independent reading
95 – 100%
Instructional level for
use in guided reading session.
90 – 94%
Too difficult and will
frustrate the reader
89% and
below
Self-correction Rate
Self-correction is expressed as a ratio and is calculated by using the following formula:
(Errors + self-correction) / self-correction = Self-correction rate
(E + SC) / SC = SC rate
Example:
(10 + 5) / 5 = SC
15 / 5 = SC
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
3 = SC
The SC is expressed as 1:3. This means that the child corrects 1 out of every 3 errors.
If a child is self-correcting at a rate of 1:3 or less, this indicates that she or he is self-monitoring her or his reading.
After the Reading
Retelling
After the child reads the benchmark book and you record a running record, have the child do an oral retelling of the story.
Ask the child to close the book and then tell you about the story in as much detail as she or he can remember. If the child has
difficulty retelling parts of the story or remembering certain details, you can use prompts such as "Tell me more about
(character x)" or "What happened after…." Analyze the retelling for information the child gives about the following:







Characters
Main idea and supporting detail
Sequence of events
Setting
Plot
Problem and solution
Response to text-specific vocabulary and language
Retelling Checklist







Can the child tell you what happened in the story or what the factual book was about in his or her own words?
Does the child include details about the characters in the retelling? Can she or he explain the relationships between
the characters?
Can the child describe the setting? How detailed is the description?
Can the child recall the events of the story, and can he or she place them in the correct sequence?
Can the child identify the problem and the resolution?
Does the child use vocabulary from the text?
Does the child’s retelling demonstrate minimal, adequate, or very complete and detailed understanding of the text?
Student Talk
After the reading, talk to the child about some of the things he or she did during the reading. Reinforce and praise certain
behavior with comments and questions that focus on specific behaviors. For example, after the child reads the text, you
might focus on a self-correction and ask, "How did you know it was people and not persons?"
Observation Checklist
In addition to the things revealed by the running record and retelling, there are other behaviors you should also be looking
for. The things you should look for will vary with the reading level. They include the following:









Does the child have mastery of directionality, one-to-one correspondence, return sweep, etc.?
Did the errors made by the child make sense or sound right?
Did the child attempt to self-correct?
Did the child use the meaning, structure, and visual cues to identify words and get meaning from the text? Did he or
she use them in an integrated way, or did he or she rely heavily on one particular source of information?
Did the child make an attempt to read a word before asking you to help?
How was the child’s fluency? Did she or he just word-call?
Did the child seem to recognize phrases?
Were there many pauses? Were the pauses lengthy?
How was the child’s expression or intonation?
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of Texas at Arlington.
LIST5361 Language Learning: Educational Perspectives
Syllabus
Writing Rubric
For beginning writers, see http://www.maumee.k12.oh.us/Curriculum/Rubrics/kdg.html
Additional rubrics at:
http://www.geocities.com/fifth_grade_tpes/musdrubric.html
http://www.nwrel.org/eval/PDFs/6plus1traits.PDF
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This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University
of Texas at Arlington.