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ESL421:Teaching Reading, Writing and Spelling with English-Language Learners

4 Credit Hours, Online

Professor: Bonita Miller, Ph.D. Home phone: 517-523-3511 Office: Academic Student Connections Sayre-Decan Hall 103 Office phone: 517-750-6480 E-mail: bmiller@arbor.edu REQUIRED TEXTS Peregoy, S., & Boyle, O. (2008). Reading, writing and learning in ESL: A Resource book for teaching K-12 English learners. Boston: Pearson. ISBN-10: 0-205-59324-0 Kendall, J., & Khuon, O. (2005). Making Sense: Small-group comprehension lessons for English Language Learners. Portland, MA: Stenhouse. ISBN: 1-57110-409-7 SPRING ARBOR CONCEPT Spring Arbor University and the School of Education are communities of learners distinguished by our life-long involvement in the study and application of the liberal arts, total commitment to Jesus Christ as our perspective for learning, and critical participation in the contemporary world. COURSE DESCRIPTION: This course is a general overview of the role of language and cultural identity on English language acquisition and subsequent reading and writing skill development. Students will review the developmental aspects of second language acquisition, as well as the developmental aspects of reading and writing, providing insights for the creation of programs for literacy development for English language learners. The course aims to develop an understanding of learners who intermediate oral language acquisition and learning to read and write in English in the ESL and general education classroom. Students will assess the oral language proficiency, reading comprehension, vocabulary knowledge and writing skills of a case study student or small group. Reading comprehension and writing skill development strategies will be implemented with the case study individual or group. Classroom strategies for creating comprehensible input and language learning in content area classrooms will also be addressed. Challenges for developing phonemic awareness, spelling, vocabulary and comprehension with English Language Learners will be explored. Students will review current research into best practices for teaching reading and writing to English Language Learners.

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COURSE GOALS: The course goals are based on the conceptual framework of the effective teaching model of the School of Education of Spring Arbor University.

Content Knowledge The student will understand the standards and benchmarks of the Michigan English Language Proficiency Standards, Michigan Curriculum Framework, and ESL Standards for Pre-K-12 Student in curricular planning. (ESL4.1)

WK3BLOG:SIOP Lesson Plan Evaluation WK6AMT:Case Study Lesson Plan which includes language and content objectives from the ESL Standards for Prek-12 and Michigan ELA Standards.

Knowledge of the history and current state of teaching world languages, limited-English proficient students, and bilingual students as it affects public policy and advocacy issues.(ESL6.6)

Peregoy and Boyle Cps 1&2, LabWK1AMT:Quality Indicators Lab assignment (wk1) WK7DBof NCEE Practice Guide for ELL’s.

The student will understand the role of early literacy experiences at home and school that nurture literacy development.

WK1,2DBArticle reviews

Pedagogy The student will be able to integrate other disciplines into English language instruction. (ESL2.5)

WK2,5,6,8 Case Study:Include both MELP language objectives and ELA objectives in Lesson plan for the comprehension lesson with the case study student. Follow the SIOP model lesson outline for planning and evaluation.

The student will know and use a variety of strategies to promote full participation of limited-English proficient students in classrooms. (ESL3.7)

-WK3AMT:Read 6 articles on classroom interactions that help or inhibit language acquisition. Respond in 3-2-1 for two of the articles. -Lab Evaluation by Classroom Teacher

The student will show a high level of competency in teaching limited-English proficient students to acquire and use English in listening, speaking, reading, and writing for social and academic purposes.(ESL3.9, 4.6)

-The student will plan and implement instructional developmentally appropriate comprehension strategies based on learning theory by selecting, implementing, evaluating and applying strategies that support reading comprehension development for a Case Study student. Case Study includes oral language assessment, writing and comprehension lessons and evaluation of lesson. (wk 2,5,6,8) -Lab Evaluation by Classroom Teacher

The student will show ability to use language Lab WK1AMT2 Language Acquisition. Evaluating

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acquisition knowledge to create a supportive classroom-learning environment that includes opportunities for interaction in English. (ESL3.2)

language environment of school setting assignment based on second language acquisition theories(wk1) Lab WK3BLOG1: Evaluating Comprehensible Input of self in lab classroom setting. WK1BLOG Getting to Know your ELLs

The student will show knowledge and use of second language acquisition theories and research in classroom organization, developing teaching strategies, and choosing and adapting instructional resources for ELLs. (ESL 3.4)

LabWK1 AMT : Lang Acquisiton Cpts 1,2 inPeregoy and Boyle text. The student will evaluate classroom reading practices for English-language Learners using second language acquisition theories and quality indicators for reading instruction. WK5AMT- Implement and evaluate a writing activity with Case Study ELL. WK6AMT-Adapts, implement and evaluate a comprehension lesson with Case Study ELL using SIOP Lesson Plan Protocol for planning and evaluating.

The student will integrate the ESL Standards for PreK-12 students, Michigan Curriculum Framework, and Michigan ELA Proficiency standards into instruction with appropriate strategies and techniques that support students in accessing the core curriculum as they learn both language and academic content( ESL4.2)

WK6AMT:Include both MELP language objectives and ELA objectives in Lesson plan for the comprehension lesson with the case study student. Follow the SIOP model lesson outline for planning and evaluation. WK3BLOG: SIOP Lesson Plan Evaluation with Videos

Diversity The student will understand second language acquisition theories and research, inclusive of error analysis, performance analysis, and inter-language.(ESL3.1) .

labWK1AMT: Lang Acquisition.Read chapters 1,2 in RWL in ESL. Assignment from cpt 2, p.70, application of language acquisition theories to a classroom setting. WK2AMT:Oral Language Assessment Part 1,2,3,&5 of Case Study Assignment.

The student will distinguish the needs of different types of English-language learners based on their cultural heritage, age, literacy development in L1 and L2, and language of instruction in previous school settings.(ESL 3.5)

WK2Interviewing ELL in Case Study Part One Home component of Case Study Part 5,6 (wk8) WK5AMTAnticipation Guide cpt 5,7 WK8DB Misconceptions DB

The student will understand the influence of students’ culture and cultural identities affects literacy development in school settings and second language acquisition (ESL 2.2)

LabWK2DB-What Counts as Literacy?. Read and reflection on articles about different family literacy examples through lab discussion board assignments. WK8Case Study Part 6: reading comprehension lesson evaluation.

Assessment The student will show linguistic and cultural competence through reflective practices. (ESL6.1)

WK2AMTComprehensible Input assignment (a self evaluation). WK8Case Study writing evaluation.

The student will know and use of a variety of performance-based assessment tools and techniques to inform instruction.(ESL5.8)

WK3 Oral Language Evaluation assignment (Part 3 of Case Study); Use 2 tools to identify stages of oral language (listening and speaking) in SOLOM & Stages of Language Proficiency Scale. Writing assessment in case study, Part 4. LabWK4Blog Collection of Writing Samples evaluating the developmental nature of writing. Oral Language Assessment and Error Analysis of

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ELL case study.(wk2) Part 1,2,3,&5 of Case Study Assignment.

Professional Skills and Dispositions The student will be able to identify, analyze, and reflect upon professional knowledge and language proficiency, and seek resources for improvement (ESL6.3)

WK8Case Study Reflection Lab Evaluation from Classroom Teacher School of Education rubric for Professional Skills and Dispositions evaluation by professor.

Global Perspective The student will have knowledge of legislative impact on teaching in programs for world languages, limited-English proficient students, and bilingual education (ESL6.4)

WK1Cpt 1,2 of Peregoy and Boyle, PPT on NCLB legislation (WK2).

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COURSE SCHEDULE and Deadlines

Date Topic Readings DUE

Week 1 Getting to Know Our Students

Chapters 1,2 in RWL in ESL Jimenez,R.T. (2001) “It’s a difference that changes us.” Delicious.com http://delicious.com/help/learn and http://delicious.com/help/quicktour/ie http://delicious.com/help/faq#button

LAB Assignment

Lab Discussion Board- Read the Jimenez article listed in the required readings. In your groups discuss how the lack of relevance of literacy activities in school impacts the performance of ELL's. How does this perspective shed light on how we think about our ELL students we currently know or have known? Mays claims schools assess information not taught at school. What do you think about this? How does Jimenez’s view resonate with your experience in your lab setting?

LabWK1AMT-2 Lang Acquisition. Apply language acquisition theories to a classroom setting After reading Chapter 2 of RWL in ESL which introduces several theories of language acquisition; answer the questions for Activity #2 on p. 70. Compare and contrast each theory in terms of a classroom context. Answer all the questions provided in a Word Document. Click on the link below and submit the file titled, WK1AMT-2 Lang Acquisition_yourname

Class Assignments

WK1BLOG1, Who Am I? Introduce yourself to your classmates through a blog. Tell us what grade level and subjects you plan to teach. Tell us about any experiences you have had learning another language (OK to be humorous). What are your BIG QUESTIONS about teaching reading, writing, listening and speaking with ELLs? Two paragraphs.

WK1BLOG2,Getting to Know. Make an entry into this blog by sharing how you could get to know your ELL students and how you create a sense of belonging in the classroom with children from different cultural backgrounds.

**Begin Assignment for Group Delicious social bookmarking assignment which will be due in wk7. Go to delicious.com and create an account for yourself. A Delicious.com account allows you to access those ELL websites from any computer, rather than in My Favorites which is stored on one computer. It also allows you to share theses web sites

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with others who might be interested in what you are interested in!

Here is a site that gives you information about how to set up a Delicious account. First create your account, then share your site name with those in your teaching-level group. Together, decide on the tags you will use. When you TAG the site, it allows you to organize the sites by topic or element it contains that is of interest to you.

Once you have an account, in Settings, People, Network, add people to your network from your group.You can Create a Bundle with the accounts of all your group members to make sharing websites even more efficient within your group. These 3 links will help explain the details of how to create your account and create buttons on your browser and set up a network. http://delicious.com/help/learn and http://delicious.com/help/quicktour/ie and http://delicious.com/help/faq#button

Add me to your network, bonitamiller1480. Click on People and you will see all my links in this account. You can save my websites by clicking on them, then Tagging them in your account. Use the textbook for very good sources as well.

Throughout the course, collect and share websites by sending them or going to your group member's account and copying sites into your own account. Decide on a set of Tags that you are all interested in for teaching ELL's.

See WK7 for how you will share your best websites in a group blog. Week 2 Cultural

Identity and Language Learning

For Discussion Board, Read: Mui, S. & Anderson, J. (2008). At home with the Johars: Another look at family literacy. Rubinstein-Avila, E. (2007). From the Dominican Republic to Drew High: What counts as literacy for Yanira Lara? In preparation for assignments: Read Chapter 3 in RWL in ESL and View PPT by Echevarria online http://www.misd.net/Bilingual/shelteredcontent/sld001.htm

LAB Assignment Lab Discussion Board-What counts as literacy? Are the families in the articles you read for this week similar or different from families in your school lab experiences? How did reading about these different families impact your thinking about what counts as literacy and how schools assess literacy? Class Assignments WK2BLOG1-SIOP Lesson Plan for those who are current teachers Download the SIOP Lesson Plan Checklist before viewing the SIOP Videos in the iTunesU link. While watching the videos for each section of the lesson plan, keep notes on the following elements in a lesson: ○ Preparation, Building Background (explicitly linking concepts to background and experiences, past learning to new concepts, key vocabulary). ○ Comprehensible Input: Explaining academic tasks using a variety of methods. ○

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View: My PPT before doing SIOP lesson BLOG1 SIOP_NCLB and ELLsII.ppt Download SIOP Lesson Observation Protocol form Then review: SIOP lesson ideas at this site- http://www.everythingesl.net/inservices/using_siop_model_08621.php.php NOW you can: View SIOP Videos on iTunesU and do BLOG2

○ Strategies: using scaffolding techniques, use a variety of question types. ○ Interactions: providing opportunities for group interactions and time for clarification of concepts in L1, ○ Application/Practice: providing activities to apply concepts and language skills. ○ Review/Assessment: review key vocabulary, review concepts, provide feedback on output, conduct assessment of learning. After watching all the videos, Write in this blog: 1)Which elements of the SIOP lesson plan have you done lately? Describe what you did. 2)Discuss one or two lesson interactions that are somewhat different than elements or interactions in lessons you are currently providing for your students. 3)Discuss which elements you would like to do in a more intentional manner that would enhance the learning of ELLs in your classroom. WK2BLOG1-SIOP Lesson Plan for those undergraduate students Download the SIOP Lesson Plan Checklist before viewing the SIOP Videos in the iTunesU link. While watching the videos for each section of the lesson plan, keep notes on the following elements in a lesson: ○ Preparation, Building Background (explicitly linking concepts to background and experiences, past learning to new concepts, key vocabulary). ○ Comprehensible Input: Explaining academic tasks using a variety of methods. ○ ○ Strategies: using scaffolding techniques, use a variety of question types. ○ Interactions: providing opportunities for group interactions and time for clarification of concepts in L1, ○ Application/Practice: providing activities to apply concepts and language skills. ○ Review/Assessment: review key vocabulary, review concepts, provide feedback on output, conduct assessment of learning. After watching all the videos, Write in this blog: 1)Which elements of the SIOP lesson plan have you have observed teachers doing? Describe what the teacher did. 2)Discuss one or two lesson interactions that are somewhat different than elements or interactions in lessons you have recently seen in teacher’s lessons with ELL students. 3)Discuss which elements you would like to see done in a more intentional manner that would enhance the learning of ELLs in the classroom. LAB Assignment: Lab WK2AMT-1Case study Part One_Interview Questions Complete all articles for this week and Chapters 1 and 2 of RWL for ESL before starting to develop the interview questions for your Case Study Child. If you do not have personal access to an English language Learner in your own classroom, obtain permission to speak to an English Language Learner in another classroom setting. You may also do these two assignments with an English Language Learner who is a personal acquaintance.

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PART ONE of CASE STUDY Step 1a. Develop Interview Questions: Using the questions on p.31, activity #4 in the RWL in ESL text and questions gleaned from the articles, develop a small set of questions that will help you understand the literacy experiences in L1 and L2, educational experiences in L1 and L2, and cultural values about literacy of the child. Conduct the interview. Click the link above and submit only the questions for this assignment with a Word document titled WK2AMT-1 Interview Questions_Your Name. The answers and your reflection will be submitted with the final Case Study. Step 1b. Write the questions you asked and the responses in a narrative. Discuss what you learned from doing this assignment that will help you in the future as you design reading lessons. Double spaced, 1-2 pages for Part One. Submit with Case Study in Week 8. Class Assignment WK2AMT-2 Case Study Part Two- Error Analysis Using RWL in ESL, Cpt 2 section titled, "What about Language Learning Errors?" consider the language errors of the child you interviewed for the Activity #4, p.31 assignment. The authors suggest that developmental level, prevalence of the error type, level of interference with communication and specific goals for the student should be considered when deciding to explicitly correct an error.1) Discuss the types of speaking errors you detected in the student you interviewed.2) Discuss your suggestions for which errors you would consider explicitly correcting, and 3) how you might go about it. Submit in a Word document with title WK2AMT2-Case Study Error Analysis_yourname

Week 3 Oral Language Development in L2

Chapter 4 in RWL in ESL Kendall and Kuhn, Making Sense, p. 10-16. Ellis, R. (2008). Principles of Instruction for Second Language Acquisition. Choose one from these articles: Helman, L. & Burns, M. (2008). What does oral language have to do with it? Helping young ELLs acquire a sight word vocabulary. Martinez-Roldan & Lopez-Robertson, J. (2000). Initiating literature circles in first-grade bilingual classroom. Yoon, B. (2000). Offering or limiting opportunities: Teachers’ roles and approaches to ELL’s participation in literacy activities.

WK3AMT-1-Oral Language Proficiency Assessment, Part Three of Case Study Do a focused observation of an English language learner during small group work in a classroom. a) Use the SOLOM observation matrix, p.139 in RWL in ESL during the focused observation. Complete Activity #7(p.151) for Cpt 4 RWL in ESL. b) Use the "Stages of Language Proficiency" rubrics on pages 10-16 of the text Making Sense by Kendall and Kuhn to determine stage of language proficiency based on this rubric. Write a short reflection on how you came to this conclusion. Describe the evidence you are using to draw your conclusion about which stage the child is best functioning. c) Read, Ellis (2008), Principles of Instruction for Second Language Acquisition and

discuss how you might help develop the case study student’s language based on the ideas presented in the Ellis article.

d) Submit the responses for a,b,c of this oral language observation and analysis in a word document with subsections for a, b, and c. Title the document WK3AMT-1-Oral LangProf_yourname. This assignment will also become part of the Case Study Assignment.

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Michigan English Language Proficiency Standards http://www.michigan.gov/documents/English_Language_Proficiency_K-12_Standards_103705_7.pdf SIOP Comprehensible Input Evaluation form

WK3AMT-2A321 of one article: Choose one of the articles listed for this week on interactions in the classroom. Write about 3 interesting or new ideas you encountered in the article. Discuss 2 ideas that you might be able to apply in your classroom. 1- What is 1 question you still have about the ideas put forth in the article? Submit your 3-2-1 reflection in a WORD doc titled WK3AMT-2A-321articlename_yourname

LAB Assignment

LabWK3BLOG1-Comprehensible Input Observe and evaluate yourself or another teacher’s lesson presentation of content material to ELL students. Using the Comprehensible Input protocol, rate each element on the rubric. In this blog write a short reflection about which elements were rated high and which elements were rated low on the Comprehensible Input Sheltered Instruction Observation Protocol. What can you do to create an optimal oral language environment for ELLs?

Week 4

Vocabulary Development in L2

DO ANTICIPATION Guide First!! Chapter 6 in RWL in ESL Lane, H. & Wright, T. (2007). Maximizing the effectiveness of reading aloud. Rodriguez, T. (2001). From the known to the unknown: Using cognates to teach English to Spanish-speaking literates. Williams, J. (2001). Classroom conversations: Opportunities to learn for ESL students in mainstream classrooms Collins, M. (2005). ESL preschoolers’ English vocabulary acquisition from storybook reading. iTunes Videos-50 Strategies “Relia,” “Leveled Questions,” “Vocabulary Role Play” and in the SIOP set select “Comprehensible Input,”

WK4AMT-1-Anticipation Guide 6 Download the Anticipation Guide for Chapter 6 from readings section. Fill out the "what I think" column before you read chapter 6. After you read chapter 6, fill out "what the book says" column. Click on link below and upload your document titled: WK4AMT-1-Anticipation Guide 6_yourname. Discussion Brd- 4Videos on Vocabulary Strategies Go to SIOP video series and select "Comprehensible Input" video. Go to 50 Strategies video series and select, "Relia", "Leveled Questions" , "Vocabulary Role Play." Discuss the strategies that were the most new to you and which ones you could see yourself using in the future. WK4BLOG1-Cognates Read Rodriguez' article on teaching cognates and Chapter 6 information on cognates, p. 210. The text suggests a multilingual word wall for classrooms with multiple home languages. What do you think about this idea? Have you dealt with the issue before? How would you deal with word walls in a multilingual classroom? WK4BLOG2-Voc Strategies On 212 -220 in the text, RWL in ESL, the authors discuss several strategies for beginners and intermediate ELL's. Read the article by Collins, "ESL preschoolers' English vocabulary acquisition from storybook reading. Drawing from these two sets of readings, discuss the strategies you have already successfully used and those you would like to try in the future.

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WK4AMT-2-Comp/Contrast Sources of Vocabulary Read the article by Lane & Wright, the article by Williams and the guidelines in chapter 6 on p. 205, fig 6.3 on p.206, and strategies on p.220 in fig. 6.10. How do the strategies by Lane & Wright and by Williams follow or diverge from the guidelines in chapter 6? What new information about vocabulary acquisition did you uncover in these readings? Submit WORD doc with your conclusions and response to these questions entitled WK4AMT-2-Comp_contrast_yourname LAB Assignment Lab Discussion Board-Differentiated Lesson On page 221-222 of RWL in ESL the authors lay out 5th grade vocabulary instruction integrated in a travel and distance science lesson. This is an example of a SIOP or Sheltered Instruction type lesson where language skills are integrated within a content area. Discuss which aspects of this lesson you currently use with your ELL's or have observed an ELL teacher use when teaching a content subject? What aspects would you consider using in the lesson you will do in the lab setting?

Week 5 Writing in L2 DO ANTICIPATION Guide first Chapters 5 and 7 in RWL in ESL For writing evaluation read: Fresch, M. (2001). Journal entries as a window on spelling knowledge. Rubin, R., & Carlan, V.(2005). Using writing to understand bilingual children’s literacy development. For ideas for further instruction read: Hsu, C. (2009). Writing Partnerships. The Reading Teacher, 63(2), 153-158. Powell, D. & Aram, R.(2008). Spelling in parts: A strategy for spelling and decoding polysyllabic words. Perez Canado, M.(2005). English and Spanish spelling: Are they really different? View: iTunes U Videos: 50 Strategies #4 Language Focused Lesson and #11 Interactive Writing

WK5AMT-1 Anticipation Guide 5/7 You are on your honor to have filled out the "what I think" column before you read the chapters. Complete all three columns in the Anticipation Guide (in reading section above). Attach as file with title: WK5AMT-1-Anticipation Guide 5/7_your name. WK5AMT-2-Video Questions Go to 50 Strategies videos on iTunesU. Open #4 Language Focused Lesson and #11 Interactive Writing. After viewing the two videos, answer the following questions 1) how did the teacher make the purpose of the lesson clear to her students? 2) what support does she give the students as they complete the task? 3) what did you learn from this lesson that you might be able to apply in your classroom? WK5AMT-3- Part 4 of Case Study-Writing Activity with focus student. Complete Part 4 of the Case Study assignments. a) Conduct a writing activity selected from the readings this week. b) Use the articles by Fresch and Rubin & Carlan and p.192 in RWL in ESL to evaluate the stage of writing. c) Write your evaluation of the lesson and make recommendations for further instruction in writing or spelling. Use Powel. Submit in document with the scanned writing sample titled: WK5AMT-2 Part 4 of Case Study_yourname. Submit again in Week 8 with the case study. LAB Assignment WK5BLOG1- Collection of Writing Samples On page 280 in RWL in ESL, Activity 5 is the template for this assignment. Collect the writing sample from the Case Study student. Label the sample for grade level of student, remove name of student and scan the writing samples. Upload it to the BLOG as early

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as possible. Answer the questions in Activity 5, p.280 based on all the samples presented by the other students.

Week 6 Comprehension Chapter 8 in RWL in ESL Kendall & Kuhn, Making Sense-read section that applies to your case study child’s level Choose one article: Avalos,M., Plasencia, A., Chavez, C. & Rason, J. (2007). Modified Guided Reading: Gateway to English as a Second language and literacy learning. Fagan, B(2003). Scaffolds to help ELL readers. Martinez-Roldan & Lopez-Robertson (2000). Initiating literature circles in a first-grade bilingual classroom. Read for Compare and Contrast assignment: Trudel, H. (2007). Making data-driven decision: Silent reading. Lesson Plan Template for developing Lesson Plan: SIOPPreparing_Language_Objectives[1]-1.rtf

Lesson Plan Template with Rubric for Evaluating lesson: SIOP lesson plan and evaluation.pdf

Use for Lesson Plan: This first set of objectives are specific to ELL's in Michigan. The document is English Language Objectives for English Language Learners (Michigan). Use this set of objectives for the language objectives in your lesson plan.

www.michigan.gov/documents/English_Language_ProficiencyStandards_K-12Schools_103705_7.pdf

This next set is the Language Arts Objectives for K-8 and for K-12 called ELA (English Language Arts). Use these objectives for your Content Objectives in the lesson plan, since this is a comprehension lesson

LAB Assignment Lab Discussion Board-Application to Case Study How does the information in RWL, pgs. 285-287, apply to your case study student or to other ELL's in your classroom? Why did you choose the specific comprehension strategy from Making Sense to use with your case study student? Class Assignments WK6BLOG1-Familiar and New Comprehension Strategies Review the comprehension strategies in chapter 8, RWL in ESL, on pgs. 290-292 and 297-315 for beginning and intermediate readers. Post on this blog: Which of the comprehension strategies have you already tried successfully? Given the challenges you face in the classroom, which strategies might best address the needs of the students in your class? WK6AMT-1-A321 of one article Select an article from the list of readings this week. Do a 3-2-1: Summarize 3 key points of the article; describe 2 new ideas you encountered in the article; write 1 question you still have as a result of reading this article. Submit in a Word Doc with a subheading for each section of 3-2-1. Title document WK6AMT-1-A321_article name_your name. WK6AMT-3-Compare and Contrast Trudel w/p.293-297 in RWL Read pgs 293-297 of RWL in ESL and Trudel's article, "Making data driven decisions." Compare and contrast the information on independent reading in RWL and the information Trudel puts forth on how to maximize the impact of independent reading. One page minimum. Submit as Word Doc titled WK6AMT-3-Comp/Contrast/Ind Read_yourname. WK8AMT-Case Study – Do Part 5 this week-conduct comprehension lesson from Making Sense text with focus student. Use the English Language Objectives and the Language Arts objectives (as content objectives) to write the lesson plan, using the SIOP Lesson Plan Protocol and the lesson activities from the Making Sense focused lesson. See the Making Content Comprehensible site to help you infuse the reading strategies into the SIOP lesson format. http://www.misd.net/Bilingual/ELL.pdf

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which is part of language arts:

http://www.michigan.gov/documents/Reading_x-Grade_12_144935_7.12.05.pdf

http://www.michigan.gov/documents/ELA_Whole_Folder_144868_7.pdf

See: this web site for ideas for how content objectives are infused in the SIOP Lesson Plan outline: Making Comprehensible Lessons http://www.misd.net/Bilingual/ELL.pdf

Week 7 Content Area Reading and Writing

Chapters 9 & 10 of RWL in ESL Ranker, J. (2009)Learning nonfiction in an ESL class: The interaction of situated practice and teacher scaffolding in a genre study NCEE 2007-4011, Practice Guide, “Effective literacy and English language instruction for English Learners in the elementary grades http://www.ies.ed.gov/ncee/wwe/practiceguides My Delicious account name is bonitamiller1480. Add me to your Network.

LAB Assignments Lab DiscussionBrd-NCEE Practice Guide Read the NCEE Practice Guide for English Language Learners. The organization makes 5 recommendations based on the evidence in the research. Evaluate your lab classroom. Discuss 1) How well do these recommendations describe the practices being used in schools? 2)What recommendations would you make to your administrators or what changes might you make in your classroom that reflect these research based recommendations? Lab WK7BLOG1-Differentiated Instruction Consider the differentiated writing lesson on pg. 277 and the differentiated science lesson on pg. 388 of RWL in ESL. These lessons address the language abilities of beginning, intermediate and advanced English language students in one lesson. How did you currently differentiate in your lab lesson? How could you apply ideas for differentiating from these examples to future classroom lessons? Class Assignment WK7BLOG2-Group Delicious Social Book Marking. The directions for how to set up the accounts is in week 1. Throughout the course, you will have collected and shared websites with your grade level specific group. By now you should have several very cool websites that you can draw on for teaching your students. For this BLOG assignment, decide on a group name. In the blog, identify your group name and review 3 websites you have in your delicious accounts. In your review, describe the contents of the site and explain how you might use each of these sites. Each group member will review 3 different sites, so decide ahead of time who will review which sites you all have in your collection. At the end of your blog entry put

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your account name, so those not in your group could access the sites you have in your account as well. The professor must be listed as one of the people in the Network. Send me your account names also.

Week 8 Professional Development

Harper, C., & deJon, E.(2004). Misconceptions about teaching English-language Learners. Antunez, (2002). English-Language learner and the five essential components of reading instruction. Reading Rockets http://www.readingrockets.org/article/341 How to do a narrated PPT: http://www.youtube.com/watch?v=NzGn7ZDvhKU&feature=player_embedded

LAB Assignment Lab WK8BLOG1-Misconceptions Read Harper and deJon's article, "Misconceptions" and the Antunez article. Discuss which of the misconceptions you may have held before this course began. Which misconceptions did you still believe before reading the article, if any? How can teachers get beyond the tendency of ‘not calling on’ ELLs or lowering of expectations? And looking back to week 1, “what are your BIG QUESTIONS about reading, writing, listening and speaking with ELLs?” Which questions did find an answer for and what questions do you still have? Lab Evaluation by Classroom Teacher. Class Assignments WK8BLOG2-Narrated PPT of Case Study In this blog site, submit a narrated power point of what you did with your case study, how the student responded and what you learned about this child or group as a result of the activities you did from this course. What questions do you still have? Create this narrated PPT (about 6 slides) by first making your slides, then going to the 'slide show' on tool bar and select 'record narration'. Use a microphone connected to your computer. Some computers have a built in microphone. DO NOT check the bottom box on the left to 'link sound to show'. Do, Click on Begin Narration and talk briefly about each slide. Talk only 1 or 2 minutes per slide. Wait a couple of seconds after changing slide to begin talking. Hit ESC when you are done and check the Save Audio and Transitions with show. Watch this video to learn how this is done with visuals: http://www.youtube.com/watch?v=NzGn7ZDvhKU&feature=player_embedded WK8AMT-2-Final Case Study-Parts 1-6 There are 6 parts to the Case Study. See syllabus for full description. Some have been scored as part of earlier assignments. Turn all parts in with the final version of the Case Study. Wk8AMT Final Case Study 1-6_yourname.

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COURSE REQUIREMENTS: 1. Weekly Group Discussions in Black Board. Most weeks have a Lab based

Discussion Board topic assigned. After the first week, you will be assigned to a group based on grade level you teach: elementary, middle school, high school. Your contributions and participation are beneficial to your learning and the learning of your classmates. These on-line experiences are designed to develop a learning community. Two posts per week are required. The first post of your response to the readings or topic of discussion is due on Wednesday, 11:59PM(EST) of the week assigned. The second post is to be a thoughtful response to another person’s comment. Points will be deducted for initial posts made after Wednesday. The discussions are assigned early in the week, as they are usually based on the readings, which usually need to be done before other assignments. Each Discussion Board assignment may earn 10 pts.

2. Weekly BLOG Postings. In most weeks, a BLOG is assigned which can be read by

all participants. Follow the directions for each BLOG. The instructor or other participants can make comments on BLOG postings. BLOG entries must be posted no later than Friday, 11:59PM(EST) of the week assigned. You may want to type these responses in a document in which you can use spell check, as poor spelling is not admired. Grade for BLOG posting will be based on: Promptness, Thoroughness of addressing elements of the assignment, Thoughtfulness of opinions. Five points per element for each BLOG (15 points).

3. Weekly ASSIGNMENTS. Weekly assignments are either based on the readings for

the week, videos found in iTunesU, or actions you are taking in the classroom, thus you are given more time to complete them. Weekly assignments must be submitted with the assignment’s link as a text document using the assignment label and your name. These will go directly into the grade book where you will be able to view my comments and grade. To get full points, the assignments must be submitted by Sunday, 11:59PM(EST) of the week assigned. Each assignment will earn 20 points. The Case Study parts will earn partial credit for turning them in on time and meeting the criteria for that part. Additional points will be given to the Case Study on the final product.

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4. Case Study of English-Language Learner. This is a series of assignments that will be conducted throughout the eight weeks of the course. The English-language learner you select for these assignments can be a student in your classroom or student you know outside of school. With this student you will do an interview, an oral language proficiency evaluation, a writing activity, and a reading comprehension lesson (Total= 140 points).ESL2.2,2.5,3.4,3.5,4.1,4.2,4.6,5.8,6.1,6.3

PART ONE- Interview WK2 (10 Initial post and 10 final product=20 points)

a) Write questions about literacy experiences in L1 and L2 and interview English-language learner. Use articles by Jimenez and RWL in ESL text p.31, Activity #4 questions as framework for developing questions. Submit questions in week 2, WK2AMT-1-Case Study Step 1:Interview Quest_your_name

b) Submit questions, responses and reflection in week 8 with the Case Study.(ESL3.1,3.5,2.2)

PART TWO –Error Analysis WK2(10 Initial Post & 10 final =20 points)

a) Using RWL in ESL ,Cpt 2 section titled, "What about Language Learning Errors?" consider the language errors of the child you interviewed for the Activity #4, p.31 assignment. The authors suggest that developmental level, prevalence of the error type, level of interference with communication and specific goals for the student should be considered when deciding to explicitly correct an error. Discuss the types of speaking errors you detected in the student you interviewed. Discuss your suggestions for which errors you would consider explicitly correcting and how you might go about it. Double spaced, 80-120 words. Submit in word document WK2AMT-2-Error Analysis_your_name (ESL3.1,3.5)

PART THREE-Oral Language Proficiency WK3(10 Initial &10 final=20 pts)

1. Do a focused observation of an English language learner during small group work in a classroom. a)Use the SOLOM observation matrix, p.139 in RWL in ESL during the focused observation. Complete Activity #7(p.151) for Cpt 4 RWL in ESL. (ESL5.8)

b) Use the "Stages of Language Proficiency" rubrics on pages 10-16 of the text Making Sense by Kendall and Kuhn to determine stage of language proficiency based on this rubric. Write a short reflection on how you came to this conclusion. Describe the evidence you are using to draw your conclusion about which stage the child is best functioning. Support your response. (ESL5.8) d) Read the article by Ellis (2008). Principles of Instructed Second Language Acquisition and discuss how you might help develop the case study student’s language based on the ideas presented in the Ellis article.(ESL3.2,3.4)

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Submit the responses for a,b,c of this oral language proficiency observation and analysis assignment in a word document with subsections for a, b, and c. Title the document WK3AMT-1-Oral Lang Prof_your_name. This assignment will also become part of the Case Study Assignment.

PART FOUR-Implement Writing Activity WK5(10 Initial & Final 10=20 pts)

a). From the information provided in chapter 7 in RWL in ESL determine if your case study student is a beginning or intermediate writer. Implement one of the writing strategies either from the Beginning Writing or Intermediate Writing sections.(ESL3.9)

b) Collect the writing sample from this lesson. Use the Scale of Writing Development on p. 192 of RWL in ESL and the information provided in the Fresch and Rubin & Carlan articles for this week to evaluate the stage of writing.(ESL3.4,3.7,3.9,4.6)

c) Write your evaluation of the lesson and the writing produced by your case study student. Make recommendations for further instruction in writing. Submit in week 8 as part 4 of the Case Study.(ESL6.1,6.3)

PART FIVE -Reading Comprehension Focused Lesson WK6/7(Final 40 pts)

a) Develop Lesson Plan for Reading Comprehension Focused Lesson.

Based the student’s age and the Oral Language Proficiency level determined from the part four assignments, especially the rubrics in the Making Sense text for Oral Language Proficiency, determine the section of the text you will use to choose book and focus for the comprehension lesson. Choose a focus skill: making sense, asking questions, visualizing, inferring, or determining importance in non fiction. Use the basic steps of the lesson given in the Making Sense text for the selected text and focus skill. Plot the lesson elements in Making Sense lesson onto the SIOP Lesson Plan Checklist form. This lesson will include English Language objectives www.michigan.gov/documents/English_Language_Proficiency Standards_K-12 Schools_103705_7.pdf

and Language Arts objectives. K-8 http://www.michigan.gov/documents/Reading_x-Grade_12_144925_7.12.05.pdf

K-12 http://www.michigan.gov/documents/ELA_Whole_Folder_144868_7.pdf

Use this site to help you see how you can infuse your ideas into the SIOP lesson format < http://www.misd.net/Bilingual/ELL.pdf

b) Implement the lesson

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c) Write a 3 page reflection. Include: 1) Description of reading and language level of student or group, 2) why you chose the focus strategy, 3) short description of the implementation process (what you did), 4) your assessment of the effect on student learning of the lesson, 5)what changes would you make the next time you would use this lesson, 6) the lesson plan using the SIOP Lesson Plan Checklist format, 6) the role of culture and family on the language acquisition and literacy development of the Case Study student.

d) Submit in WK 8 for Case Study. (ESL 3.2,3.4,3.9, 4.1,4.2,4.6)

PART SIX-MY CONCLUSIONS-WK8 (Final 20 points)

Write a thoughtful reflection on what you learned about English-language learners’ literacy development in reading, writing and oral language from the various elements of the Case Study. What recommendations would you make for this child’s teacher? Or, if you are the teacher, what approaches will you use in the future in your classroom, considering what you learned from doing the Case Study and the readings in this course?

What insights about the role of language, culture, family and school factors have you discovered through the case study or the activities of the course?(ESL2.2)

What changes (if any) will you make in your approach to teaching based on the ideas uncovered in the readings and assignments in this course?(ESL6.3)

5. Delicious.com Social Book Marking Group Project (wk7)(15 pts)(ESL3.4)

6. Narrated Power Point (WK8) to share Case Study Conclusions with class.(20 pts)

7. Lab Evaluation by Classroom Teacher (100 pts) (ESL2.2,2.5,3.2,3.4,4.2 4.6,5.8,6.1,6.3, 3.9, 3.7)

8. Meet all deadlines. Assignments are designed to facilitate your progress through the course in a timely manner. Failure to complete assignments by deadline will adversely affect your grade in the course. Inability to meet deadlines must be discussed with the professor in advance so provisions for completion of work can be made. 9. Documentation and formatting of course assignments follow APA, 6thed. guidelines. 10. Follow SAU’s Academic Integrity policy available electronically on the web at http://campus.arbor.edu/academic/SAU_ai_policy_approved.doc.

Discussion Board Guidelines for Grading

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Discussion Board will be evaluated by the instructor as follows with two points possible for each element (10 points per DB assignment). Discussion Board initial posts are due on Wednesday, 11:59PM(EST)

1)Promptness – Submits all postings by required deadlines. 2)Relevance – Consistently posts topics related to discussion topic and cites additional references related to topic, clear connections to previous or current material and real-life situations. 3) Contribution to Learning Community – Aware of needs of community, frequently attempts to motivate the group discussion; presents creative approaches to topic; frequently presents relevant viewpoints for consideration by the group. 4) Expression – Expresses opinions and ideas in a clear and concise manner with obvious connection to the topic. Consistently uses grammatically correct posts with rare misspellings. The use of symbols such as emoticons to express emotions is fine (e.g.,), but overuse is discouraged. Use emoticons that are generally recognized. 5) Respect -Always show respect to your classmates. Responses should be constructive and not demeaning. You can disagree and make your point while being respectful. Flaming is not tolerated at any time. Good netiquette should govern all online interactions.

Additional Discussion Board Guidelines: 1. The DB is not a chat room. Please use complete sentences and proper grammar in

your postings. It is okay to write as you would talk in a face to face class setting on occasion, but keep in mind that online discussion is somewhere between oral and written communication in form, tone and style.

2. Posts are intended for the class audience only and are not to be distributed to people outside of the course.

BLOG Guidelines for Grading

BLOG entries make it possible for all students to easily see your responses to a particular question or set of questions. Students can comment on other student’s blog entries, as well. Fifteen points can be earned for each Blog assignment. BLOG postings are due on Friday, 11:59PM(EST). Criteria for grading will be weighed most heavily on content. How well did the student address the questions posed? 1) Content: Ten points can be earned for critical thinking and thoroughness in addressing the ideas posed in the Blog prompt. 2) Promptness: Five points can be earned for early or on time posting and for professional presentation of content.

Assignments Assignments are turned in through the Black Board link directly to the professor. Assignments are due on Sunday, 11:59 PM (EST). Typically, the assignments are worth 20 points, unless they are part of the Case Study. The points are awarded based on these criteria: 1)Content: Ten points can be earned for critical thinking and thoroughness in addressing the ideas posed in the assignment description.

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2)Professional Presentation: Five points can be earned for professional formatting, spelling, & grammar. 3)Promptness: Five points can be earned for early or on time posting. Part of the Case Study Assignment points are earned when turning in on time the segment required for that week. The points for parts 1-4 are split between the Initial posting and the Final product. Parts 5 and 6 are only scored when the Final Case Study project is posted. Students are able to improve the score by making any revisions noted by the professor on the Initial post.

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SUMMARY OF COURSE ACTIVITIES Class Discussion Board WK4-Discussion Brd- 4Videos on Vocabulary Strategies Go to SIOP video series and select "Comprehensible Input" video. Go to 50 Strategies video series and select, "Relia", "Leveled Questions" , "Vocabulary Role Play." After viewing the SIOP, "Comprehensible Input" video, and 3 videos from the 50 Strategies set: Relia, Leveled Questions, and Vocabulary Role Play, discuss the strategies that were the most new to you and which ones you could see yourself using in the future. (ESL3.9)

Class BLOGS

WK1BLOG1, Who Am I? Introduce yourself to your classmates through a blog. Tell us what grade level and subjects you teach, the type of school setting and type of students.. Tell us about any experiences you have had learning another language (OK to be humorous). What are your BIG QUESTIONS about teaching reading, writing, listening and speaking with ELLs? Two paragraphs.

WK1BLOG2,Getting to Know. Make an entry into this blog by sharing how you currently or how you could get to know your ELL students and how you create a sense of belonging in the classroom with children from different cultural backgrounds. (ESL3.2)

WK2BLOG1-SIOP Lesson Plan Download the SIOP Lesson Plan Checklist before viewing the SIOP Videos in the iTunesU link. While watching the videos for each section of the lesson plan, keep notes on the following elements in a lesson: ○ Preparation, Building Background (explicitly linking concepts to background and experiences, past learning to new concepts, key vocabulary). ○ Comprehensible Input: Explaining academic tasks using a variety of methods. ○ Strategies: using scaffolding techniques, use a variety of question types. ○ Interactions: providing opportunities for group interactions and time for clarification of concepts in L1, ○ Application/Practice: providing activities to apply concepts and language skills. ○ Review/Assessment: review key vocabulary, review concepts, provide feedback on output, conduct assessment of learning. After watching all the videos, Write in this blog: 1)Which elements of the SIOP lesson plan have you have done lately? Describe what you did. 2)Discuss one or two lesson interactions that are somewhat different than elements or interactions in lessons you are currently providing for your students. 3)Discuss which elements you would like to do in a more intentional manner that would enhance the learning of ELLs in your classroom.(ESL3.2,3.4,4.2) WK4BLOG1-Cognates Read Rodriguez' article on teaching cognates and Chapter 6 information on cognates, p. 210. The text suggests a multilingual word wall for classrooms with multiple home languages. What do you think about this idea? Have you dealt with the issue before? How? (ESL3.7,3.9) WK4BLOG2-Voc Strategies On 212 -220 in the text, RWL in ESL, the authors discuss several strategies for beginners and intermediate ELL's. Read the article by Collins, "ESL preschoolers' English vocabulary acquisition from storybook reading. Drawing from these two sets of readings, discuss the strategies you have already successfully used and those you would like to try in the future. (ESL3.7,3.9) WK5BLOG1-Video Questions Go to 50 Strategies videos on iTunesU. Open #4 Language Focused Lesson and #11 Interactive Writing. After viewing the two videos, answer the following questions 1) how did the teacher make the purpose of the lesson clear to her students? 2) what support does she give the students as they complete the task? 3) what did you learn from this lesson that you might be able to apply in your classroom? Post your responses on the Blog link. (ESL3.7,3.9) WK6BLOG1-Familiar and New Comprehension Strategies Review the comprehension strategies in chapter 8, RWL in ESL, on pgs. 290-292 and 297-315 for beginning and intermediate readers. Post on this blog: Which of the comprehension strategies have you already tried successfully?

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Given the challenges you face in the classroom, which strategies might best address the needs of the students in your class? (ESL3.7,3.9) WK7BLOG2-Group Delicious social book marking. Review 3 websites you or another group member has found on selected topics concerning literacy development of ELL’s. How might you use each of these sites. Each group member will review 3 different sites. The professor must be listed as one of the people in the Network. Send me your account names also. Build your set of TAGS using topics your group has selected as important for this course. (ESL3.7,3.9) WK8BLOG2-Narrated Power Point of Case Study In this blog site, submit a narrated power point of what you did with your case study, how the student responded and what you learned about this child or group as a result of the activities you did from this course. What questions do you still have? Create this narrated PPT (about 6 slides) by first making your slides, then going to the 'slide show' on tool bar and select 'record narration'. Use a microphone connected to your computer. Some computers have a built in microphone. DO NOT check the bottom box on the left to 'link sound to show'. Do, Click on Begin Narration and talk briefly about each slide. Talk only 1 or 2 minutes per slide. Wait a couple of seconds after changing slide to begin talking. Hit ESC when you are done and check the Save Audio and Transitions with show. Watch this video to learn how this is done with visuals: http://www.youtube.com/watch?v=NzGn7ZDvhKU&feature=player_embedded

Class ASSIGNMENTS

WK1AMT-1 Qual Indicators. After reading RWL, p.27, Quality indicators of program for ELL's, take this opportunity to visit a school near you that enrolls newly arrived students from other countries, or evaluate the ESL program in your own school. In a WORD document address the four Quality Indicators described on the bottom of p.27. To submit, click on link and attach a file titled, WK1AMT-1-Qual Indicators_yourname (ESL6.6)

WK2AMT-2 Case Study Part Two-Error Analysis Using RWL in ESL, Cpt 2 section titled, "What about Language Learning Errors?" consider the language errors of the child you interviewed for the Activity #4, p.31 assignment. The authors suggest that developmental level, prevalence of the error type, level of interference with communication and specific goals for the student should be considered when deciding to explicitly correct an error.1) Discuss the types of speaking errors you detected in the student you interviewed.2) Discuss your suggestions for which errors you would consider explicitly correcting, and 3) how you might go about it. Submit in a Word document with title WK2AMT2-Case Study Error Analysis_yourname (ESL3.1,5.8) WK3AMT-1-Oral Language Proficiency Assessment, Case Study Part Three Do a focused observation of an English language learner during small group work in a classroom. a) Use the SOLOM observation matrix, p.139 in RWL in ESL during the focused observation. Complete Activity #7(p.151) for Cpt 4 RWL in ESL. b) Use the "Stages of Language Proficiency" rubrics on pages 10-16 of the text Making Sense by Kendall and Kuhn to determine stage of language proficiency based on this rubric. Write a short reflection on how you came to this conclusion. Describe the evidence you are using to draw your conclusion about which stage the child is best functioning. c)View the Michigan English language Proficiency Standards for K-12 Schools, http://www.michigan.gov/documents/English_Language_Proficiency_K-12_Standards_103705_7.pdf "Michigan English Language Proficiency Standards and Benchmarks" p. 8-10. Using the Michigan English Language Proficiency Standards and Benchmarks rubrics on p.8-10, which level would this child best fit? Support your response.

d)Read, Ellis (2008), Principles of Instruction for Second Language Acquisition and discuss how you might help develop the case study students language based on the ideas presented in the Ellis article. (ESL3.1,3.7)

Submit the responses for a,b,c,d of this oral language observation and analysis in a word document with subsections for a, b, and c. Title the document WK3AMT-1-Oral LangProf_yourname. This assignment will also become part of the Case Study Assignment.

WK3AMT2-A321 of one article: Choose one of the articles listed for this week on interactions in the classroom. Write about 3 interesting or new ideas you encountered in the article. Discuss 2 ideas that you might be able to apply in your

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classroom. 1- What is 1 question you still have about the ideas put forth in the article? Submit your 3-2-1 reflection in a WORD doc, one-two pages, double spaced, titled WK3AMT-2A-321_articlename_yourname (ESL3.7)

WK4AMT-1-Anticipation Guide 6 Download the Anticipation Guide for Chapter 6 from readings section. Fill out the "what I think" column before you read chapter 6. After you read chapter 6, fill out "what the book says" column. Click on link below and upload your document titled: WK4AMT-1-Anticipation Guide 6_yourname. (ESL5.8) WK4AMT-2-Comp/Contrast Sources of Vocabulary Read the article by Lane & Wright, the article by Williams and the guidelines in chapter 6 on p. 205, fig 6.3 on p.206, and strategies on p.220 in fig. 6.10. How do the strategies by Lane & Wright and by Williams follow or diverge from the guidelines in chapter 6? What new information about vocabulary acquisition did you uncover in these readings? Submit WORD doc with your conclusions and response to these questions entitled WK4AMT-2-Comp_contrast_yourname (ESL5.8) WK5AMT-1 Anticipation Guide 5/7 You are on your honor to have filled out the "what I think" column before you read the chapters. Complete all three columns in the Anticipation Guide (in reading section above). Attach as file with title: WK5AMT-1-Anticipation Guide 5/7_your name. (ESL5.8) WK5AMT-2 Part 4 of Case Study-Writing Activity with focus student. Complete Part 4 of the Case Study a) Conduct a writing activity selected from the readings this week. b) Use the articles by Fresch and Rubin & Carlan and p.192 in RWL in ESL to evaluate the stage of writing. c) Write your evaluation of the lesson and make recommendations for further instruction in writing. Submit in document with the scanned writing sample titled: WK5AMT-2 Part 4 of Case Study_yourname. Submit again in Week 8 with the case study. (ESL5.8) WK6AMT-1-A321 of one article Select an article from the list of readings this week. Do a 3-2-1: Summarize 3 key points of the article; describe 2 new ideas you encountered in the article; write 1 question you still have as a result of reading this article. Submit in a Word Doc with a subheading for each section of 3-2-1. One-two pages double spaced. Title document WK6AMT-1-A321_article name_your name. (ESL5.8) WK6AMT-3-Compare and Contrast Trudel w/p.293-297 in RWL Read pgs 293-297 of RWL in ESL and Trudel's article, "Making data driven decisions." Compare and contrast the information on independent reading in RWL and the information Trudel puts forth on how to maximize the impact of independent reading. One page minimum. Submit as Word Doc titled WK6AMT-3-Comp/Contrast/Ind Read_yourname. (Do in wk6)WK8AMT-Case Study – Do Part 5 this week-conduct comprehension lesson from Making Sense text with focus student. Use the English Language Objectives and the Language Arts objectives (as content objectives) to write the lesson plan, using the SIOP Lesson Plan Protocol and the lesson activities from the Making Sense focused lesson. Use this website to give you ideas for how to include the lesson plan elements http://www.misd.net/Bilingual/ELL.pdf (ESL5.8) WK8AMT-2-Final Case Study-Parts 1-6 There are 6 parts to the Case Study. See syllabus for full description. Some have been scored as part of earlier assignments. Turn all parts in with the final version of the Case Study. Wk8AMT Final Case Study 1-6_yourname. LAB Assignments, Blogs and Discussions

Lab WK1: Discussion Board- Read the Jimenez and the Mays articles listed in the required readings. In your groups discuss how the lack of relevance of literacy activities in school impacts the performance of ELL's. How does this perspective shed light on how we think about our ELL students we currently know or have known? Mays claims schools assess information not taught at school. What do you think about this? If you were an ELL in elementary, middle school, or high school, how do Jimenez and Mays' views resonate with your experience? (ESL2.2,3.5)

LabWK1AMT-2 Lang Acquisition. Apply language acquisition theories to a classroom setting After reading Chapter 2 of RWL in ESL which introduces several theories of language acquisition; answer the questions for Activity #2 on p. 70. Compare and contrast each theory in terms of a classroom context. Answer all the questions provided in a Word Document. Click on the link below and submit the file titled, WK1AMT-2 Lang Acquisition_yourname. (ESL3.2,3.4)

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Lab WK2-Discussion Board-What counts as literacy? Are the families in the articles you read for this week similar or different from families in your school? How did reading about these different families impact your thinking about what counts as literacy and how schools assess literacy? (ESL2.2,6.6) LabWK2AMT-1Case Study Part One_Interview Questions Complete all articles for this week and Chapters 1 and 2 of RWL for ESL before starting to develop the interview questions for your Case Study Child. If you do not have personal access to an English language Learner in your own classroom, obtain permission to speak to an English Language Learner in another classroom setting. You may also do these two assignments with an English Language Learner who is a personal acquaintance. PART ONE of CASE STUDY Step 1a. Develop Interview Questions: Using the questions on p.31, activity #4 in the RWL in ESL text and questions gleaned from the articles, develop a small set of questions that will help you understand the literacy experiences in L1 and L2, educational experiences in L1 and L2, and cultural values about literacy of the child. Conduct the interview. Click the link above and submit only the questions for this assignment with a Word document titled WK2AMT-1 Interview Questions_Your Name. The answers and your reflection will be submitted with the final Case Study. Step 1b. Write the questions you asked and the responses in a narrative. Discuss what you learned from doing this assignment that will help you in the future as you design reading lessons. Double spaced, 1-2 pages for Part One. Submit with Case Study in Week 8. (ESL2.2,3.5,5.8) LabWK3BLOG1-Comprehensible Input Observe and evaluate yourself or another teacher’s lesson presentation of content material to ELL students. Using the SIOP Comprehensible Input protocol, rate each element on the rubric. In this blog write a short reflection about which elements were rated high and which elements were rated low on the Comprehensible Input Sheltered Instruction Observation Protocol. How did this instrument help you understand how to create optimal oral language environment for ELLs? (ESL3.2,6.1) Lab WK4-Discussion Brd-Differentiated Lesson On page 221-222 of RWL in ESL the authors lay out 5th grade vocabulary instruction integrated in a travel and distance science lesson. This is an example of a SIOP or Sheltered Instruction type lesson where language skills are integrated within a content area. In your groups, discuss which aspects of this lesson you currently use with your ELL's or have observed an ELL teacher use when teaching a content subject? What aspects would you consider using? (ESL3.2,3.9,4.6) LabWK5BLOG2- Collection of Writing Samples On page 280 in RWL in ESL, Activity 5 is the template for this assignment. Collect the writing sample from the Case Study student. Label the sample for grade level of student, remove name of student and scan the writing samples. Upload it to the BLOG as early as possible. Answer the questions in Activity 5, p.280 based on all the samples presented by the other students. (ESL5.8) Lab WK6-Discussion Brd-Application to Case Study of p.285-287 in RWL in ESL How does the information in RWL, pgs. 285-287, apply to your case study student or to other ELL's in your classroom? Why did you choose the specific comprehension strategy from Making Sense to use with your case study student? Lab WK7-Discussion Brd-NCEE Practice Guide Read the NCEE Practice Guide for English Language Learners. The organization makes 5 recommendations based on the evidence in the research. Evaluate your classroom or the ESL program you observed for week 1. How well do these recommendations describe the practices being used in schools? 2.What recommendations would you make to your administrators or what changes might you make in your classroom that reflect these research based recommendations? (ESL6.4,6.6) LabWK7BLOG1-Differentiated Instruction Consider the differentiated writing lesson on pg. 277 and the differentiated science lesson on pg. 388 of RWL in ESL. These lessons address the language abilities of beginning, intermediate and advanced English language students in one lesson? How do you currently differentiate? How could you apply ideas for differentiating from these examples to your classroom lessons? (ESL3.2,3.9,4.6) LabWK8BLOG1-Misconceptions Read Harper and deJong's article, "Misconceptions" and the Antunez article.

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Discuss which of the misconceptions you may have held before this course began. Which misconceptions did you still believe before reading the article, if any? How can teachers get beyond the tendency of ‘not calling on’ ELLs or lowering of expectations?And looking back to week 1, “what are your BIG QUESTIONS about reading, writing, listening and speaking with ELLs?” What questions did find an answer for and what questions do you still have? (ESL6.3)

GRADING Weekly assignments 140 Weekly BLOG postings 135 Participation in weekly group Discussion Board 10 Case Study of an English Language Learner Initial posts 40

Final Posting 100 Some parts of the Case Study are also turned in weekly as part of Weekly Assignments. The total score for the Case Study is 140 pts.

425 pts LAB Assignments Discussion Boards 5 x 10 50 Assignments 40 BLOGs 4 x 15 60 Lab SIOP Observation Rubric by Classroom Teacher 100 250pts TOTAL PTS 675 Grades will be assigned according to the following: 100-93% = A, 92-90 = A-, 89-87 = B+, 86-83 = B, 82-80 = B-, 79-77 = C+, 76-73 = C, 72-70 = C-, 69-67 = D+, 66-63 = D, 62-60 = D-, 59 or below = U. Required Readings in addition to course textbooks: Articles On Black Board (part of weekly reading assignments). Anthony, A. Beckman (2008). Output strategies for English-Language learners: Theory to practice. The Reading Teacher, 61(6), 472-482. Antunez, B. (2002). English-Language Learners and the five essential components of reading instruction. Reading Rockets.org. 3 March 2009. Available online: <http://www.readingrockets.org/article/341> Avalos, M., Plasencia, A., Chavez, C., & Rascon, J. (2007). Modified guided reading: Gateway to English as a second language and literacy learning. The Reading Teacher, 61(4), 318-329. Collins, M. (2005). ESL preschoolers’ English vocabulary acquisition from storybook reading. Reading Research Quarterly, 40(4), 406-408. Ellis, R. (2008). Principles of Instructed Second Language Acquisition. Center for

Applied Linguistics (Available online) http://www.cal.org/resources/digest/digest_pdfs/Instructed2ndLangFinalWeb.pdf

Fresch, M. (2001). Journal entries as a window on spelling knowledge. The Reading

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Teacher, 54(5), 500-513. Harper, C., & de Jon, E. (2004). Misconceptions about teaching English-language Learners. Journal of Adolescent & Adult Literacy, 48(2), 152-162. Helman, L., & Burns, M. (2008). What does oral language have to do with it? Helping young English-language learners acquire a sight word vocabulary. The Reading Teacher, 62(1), 14-19. Helman, L.A.(2004). Building on the sound system of Spanish: Insights from the alphabetic spellings of English-language learners. The Reading Teacher, 57(7), 452-460.--analysis of letter/sound differences in Spanish and English Jimenez, R.T. (2001). “It’s a difference that changes us”: An alternative view of the language and literacy learning needs of Latina/o students. The Reading Teacher, 54 (8), 736-742. Juel, C., & Minden-Cupp, C. (2000). One down and 80,000 to go: Word recognition instruction in the primary grades. The Reading Teacher, 53(4), 332-334.- comparison of 4, 1st grade reading classrooms & gains for low and high students Lane, H., & Wright, T. (2007). Maximizing the effectiveness of reading aloud. The Reading Teacher, 60(7), 668-675. Martinez-Roldan, & Lopez-Robertson, J. (2000). Initiating literature circles in a first- grade bilingual classroom. The Reading Teacher, 53(4), 270-281. Massey, D. (2007). “The Discovery Channel said so” and other barriers to comprehension. The Reading Teacher, 60 (7), 656-666. -case study of a 2nd grade ELL with comprehension difficulties & interventions Mays, L. (2008). The cultural divide of discourse: Understanding how English-Language Learners’ primary discourse influences acquisition of literacy. The Reading Teacher, 61(5), 415-418. Michigan Department of Education Office of School Improvement (2004). English

language proficiency standards for K-12 schools. Available www.michigan.gov/documents/English_Language_Proficiency Standards_K-12 Schools_103705_7.pdf

Mohr, K., & Mohr, E. (2007). Extending English-language learners’ classroom interactions using the Response Protocol. The Reading Teacher, 60(5), 440-449. -how to respond to responses that are correct, partially correct, or incorrect Mui, S. & Anderson, J. (2008). At home with the Johars: Another look at family literacy. The Reading Teacher, 62(3), 234-243. NCEE 2007-4011, US Department of Education, IES Practice Guide Institute of Education Sciences. (2007). “Effective literacy and English language instruction for English Learners in the elementary grades.” National Center for Education Evaluation and Regional Assistance, U.S. Department of Education, NCEE 2007-4011. Available < http://www.ies.ed.gov/ncee/wwe/practiceguides > Palmer, B., El-Ashry, F., Leclere, J., & Chang, S. (2007). Learning from Abdallah: A case study of an Arabic-speaking child in a U.S. school. The Reading

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Teacher,61(1),8-17. Perez Canado, M.L. (2005). English and Spanish spelling: Are they really different. The

Reading Teacher 58(6), 522-530. --analysis of the letters and sound similarities and differences in Spanish and

English Powell, D., & Aram, R. (2008). Spelling in parts: A strategy for spelling and decoding polysyllabic words. The Reading Teacher, 61(7), 567-570. Ranker, J. (2009). Learning nonfiction in an ESL class: The interaction of situated practice and teacher scaffolding in a genre study. The Reading Teacher, 62(7), 580- 589. Rodriguez, T. (2001). From the known to the unknown: Using cognates to teach English to Spanish-speaking literates. The Reading Teacher, 54(8), 744-47. Rubin, R., & Carlan, V. (2005). Using writing to understand bilingual children’s literacy development. The Reading Teacher, 58(8), 728-738. Rubinstein-Avila, E. (2007). From the Dominican Republic to Drew High: What counts as literacy for Yanira Lara? Reading Research Quarterly, 42(4), 568-89. Trudel, H. (2007). Making data-driven decision: Silent reading. The Reading Teacher,

61(4), 308-315. Williams, J. (2001). Classroom conversations: Opportunities to learn for ESL students in

mainstream classrooms, The Reading Teacher, 54(8), 750-757. Yoon, B. (2000). Offering or limiting opportunities: Teachers’ roles and approaches to

English-language learners’ participation in literacy activities. The Reading Teacher, 61(3), 216-225

________ Practice Guide Recommendations from NCEE. < http://www.ies.ed.gov/ncee/wwe/practiceguides >

1: Conduct formative assessments with English learners using English language measures of phonological processing, letter knowledge, and word and text reading. 2: Provide intensive small-group reading interventions. 3: Provide extensive and varied vocabulary instruction. 4: Develop academic English 5: Schedule regular peer-assisted learning opportunities.

Additional Information Timeline for grade posting Students who have completed and submitted all requirements by the instructor-designated end of class can expect the professor to submit the grade within two weeks. The Registrar’s Office will then officially post the grade. These grades can be accessed via MySAU. No paper copies of grades will be sent to students. Adding endorsements and updating certifications Students wishing their name to be sent to the MDE for an endorsement must meet all requirements (confirmed by an audit with the certification officer) and their account in

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the Business Office must be cleared. It is the student’s responsibility to contact the SAU Certification Officer to initiate the process of obtaining his/her next certificate.

References

Barrett-Dragan, P. (2005). A how-to guide for teaching English language learners in the primary classroom. Portsmouth, NH: Heinemann.

Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP model. Boston, MA: Allyn & Bacon.

Freeman, D., & Freeman, E. (2004). Essential linguistics:What you need to know to teach reading, ESL, spelling, phonics, grammar. Portsmouth, NH: Heinemann. Freeman, Y., & Freeman, D. (2006). Teaching reading and writing in Spanish and

English in bilingual and dual language classrooms, 2nd ed. Portsmouth, NH: Heinemann.

Helmer, S., & Eddy, C. (2003). Look at me when I talk to you: ESL learners in non-ESL classrooms. Toronto: Pippin.

Krashen, S. (1995). Principles and practice in second language acquisition. New York: Phoenix.

Labov, W. (2003). When ordinary children fail to read. Reading Research Quarterly, 38(1), 128-131.

Lenters, L.(2005). No half measures: Reading instruction for young second-language learners. The Reading Teacher, 58 (4), 328-336. Schon, I. (2001). Los ninos y el mundo: Children’s books in Spanish from around the

world. The Reading Teacher, 54(7), 692-699. Short, I., & Echevarria, J.(2004-05). Teacher skills to support English language learners in content area teachers. The Best of Educational Leadership, ACSD, 16-20. Tabors, P. & Snow, C. (2001). Young bilingual children and early literacy development.

In S.B. Neuman & D.K. Dickinson (Eds.), Handbook of early literacy research (pp.159-178). New York: Guilford Press.

Yopp, H., & Stapleton, L. (2008). Conciencia fonemica en Espanol (Phonemic awareness in Spanish). The Reading Teacher, 61(5), 374-382.

APPENDIX A

LAB Student SIOP Observation Rubric

STUDENT TEACHER: ________________________________________________

SCHOOL:_________________________________ DATE:___________________

OBSERVER_______________________________ GRADE/CLASS___________

TITLE OF LESSON:___________________________________________________

Well-constructed lesson plan for:

Comment:

( ) SDAIE/Academic Instruction in English

( ) Bilingual Class

( ) ESL

( ) Materials ready

( ) Efficient routines

( ) Appropriate appearance

( ) Cognitive Engagement of students

( ) Affective engagement of students

( ) Student motivation & involvement

( ) Professional Behavior

What I saw:

Questions Kudos

Suggestions Concerns

Goals for next observation: