English as a Second Language (NS) - Spring Arbor … · 2017-04-02 · o English as a Second...

7-20-04 MI Department of Education (NS)

1

Standards for the Preparation of Teachers

English as a Second Language (NS)

Adopted by the Michigan State Board of Education

July 07, 2004


1

Standards for the Preparation of Teachers of World Language, Bilingual Education, and

English as a Second Language

Preface

Development of the Proposal

The World Language Standards Committee has been meeting for the past two years. Members

have worked collaboratively to address concerns regarding the preparation of teachers in all of

the World Languages (currently referred to as Foreign Languages), Bilingual Education, and

English as a Second Language endorsement areas. These endorsement areas were combined in

an effort to develop a coherent consistent approach to the preparation of teachers utilizing other

languages in addition to English.

The world language referent group reflects the interests of public and independent teacher

preparation institutions and K-12 teachers. The standards are designed to align with the K-12

content standards in the Michigan Curriculum Framework, as well as national standards from the

American Council for the Teachers of Foreign Languages, National Association for Bilingual

Education, and Teachers of Second Language Learners.

These standards were developed through a shared vision for the preparation of teachers involved

in multiple languages. There is a common core across all of the standards' documents. The

standards attend to distinctive elements within various languages and cultures as well. The

World Language committee proposes language proficiency assessment within these standards to

ensure an appropriate depth of language proficiency.

A draft was forwarded to selected groups/organizations, all Michigan teacher preparation

institutions, intermediate school districts, and a random sample of local school districts for

review and comment in April and May of 2004.

The proposals include the following changes:

For English as a Second Language endorsement (NS)

o Elementary or secondary minor for initial certification of at least 20 semester

hours connected with a core content major as defined in No Child Left

Behind (NCLB) legislation.

o Additional endorsement (elementary or secondary) of at least 20 semester hours

o English as a Second Language requires candidates to document experience

learning a second language in order to gain an understanding and appreciation

of the processes of learning an additional language.


2

Approval of Programs

Teacher preparation institutions that wish to continue to offer programs to prepare world

language education teachers are required to submit an application for program approval that

demonstrates how the new standards are met throughout the proposed curriculum. Students in

current World Language, Bilingual Education, and English as a Second Language programs will

have up to two years to complete the old program. The programs must be re-approved to show

compliance with the new standards. Following initial approval, the teacher preparation program

will be reviewed every seven years through the Periodic Review/Program Evaluation process.


3

Content/Guidelines Standards Matrix

College/University Spring Arbor University Code NS

Source of Guidelines/Standards Michigan State Board of Education, July 13, 2004 Program/Subject Area English as a

Second

Language

Requirements for English as a Second Language (NS) endorsement options:

Elementary or secondary minor for initial certification; at least 20 semester hours connected with a

core content major as defined in No Child Left Behind (NCLB) legislation.

Additional endorsement (elementary or secondary) of at least 20 semester hours.

Prerequisite: Candidates must document experience learning a second language in order to gain an

understanding and appreciation for the processes of learning an additional language.

The Levels of Proficiency are:

A = Awareness: Possesses general knowledge of

B = Basic: Ability to understand and apply

C = Comprehensive: High level of understanding, applying, and reflecting

* = These standards do not have levels of proficiency. Programs either meet, or do not meet, these standards.

Directions: List required courses on matrix and provide additional narrative to explain how standards are met. If electives

are included, they should be clearly indicated. Adjust size of cells as needed.


4

No. Guideline/Standard *Level of

Proficiency

1.0 Language, Linguistics, Comparisons

Teacher preparation institutions provide candidates

opportunities to develop and demonstrate:

1.1 At least a superior level of speaking,

listening, reading, and writing

proficiency in English using a variety of

testing protocols.

* Elementary

Minor:

Proficiency is measured by whether a candidate can pass the Michigan Test

of Basic Skills subtests Reading and Writing with a score of 220 or higher. If

the candidate is an international student, they must submit a score of TOEFL

iBT100 or equivalent, IELTS 7.0. Oral language skills will be assessed by the

faculty in ESL 311 and ESL 411 (beginning and end of program) through

class interactions.

Secondary

Minor: same

Additional Endorsement

same

1.2 Knowledge of the linguistic elements

(such as phonology, morphology,

syntax, semantics, pragmatics, and

discourse) to develop literacy skills of

English.

B Elementary

Minor:

ESL321

o Tests 1 and 2

o Discussion Board (DB) : Choose a joke and analyze

syntactic ambiguity for their humor or punch line from


5


Proficiency

http://www.ling.upenn.edu/~beatrice/humor/index.html

WK4DB: Exploratory Exercise from Ling. For

Non-Linguists #2, pg. 30: Discuss the

advantages/disadvantages of various modes of

expression.

o

WK2BLOG: Exploratory Exercise Ling. For Non-

Linguists #2, pg. 104: Research origins of place

names, identify/discuss sources of origin, find

morphological patterns for place names within a

100-mile radius of your town.


Linguists #1, pg. 52: Visit a make-up counter and

analyze the color names in terms of

themes/connotations/target consumer groups.


Linguists #3, pg. 213: Analyze/transcribe childhood

nicknames.

o Linguistic Elements of ESL Narrated PowerPoint

Presentation: In a 5-10 slide narrated PowerPoint

presentation, summarize/define/give examples of the Socio-

Linguistic elements of ESL and their effect on how you will

teach ELL students

o Phonetics Transcription Assignment: Part I: Listen to a

set of one sentence spoken by six different people.

o Transcribe what you hear phonetically using the IP

o A phonetic alphabet. Check your transcription. Part II:

From a set of phonetically transcribed words, write them in

o normal English spelling. This assignment is available via

Blackboard.

Anticipation Guide 2

ESL327

◦ Pre and Post Test on grammar elements and application, Wk 1

http://www.ling.upenn.edu/~beatrice/humor/index.html


6


Proficiency

Wk5

◦ Pattern Sheet Assignment. Using Teach Tech #15, develop a

completed pattern sheet for these verbs, Wk5

◦ Small Group Wiki: Teach Tech #16, Negation, decide on a

verb phrase for each box(wk2)

◦ Small Group Wiki: Teach Tech #19, Write 5 example

sentences for each tense.(wk2)

Secondary

Minor: same


same

1.3 An understanding of the dynamic A Elementary


7


Proficiency

changing nature of language systems. Minor:

ESL321

o Test 1

o Discussion Board (DB) Posts/Responses: WK1DB: Test your “vowel power” at

http://www.pbs.org/speak/ahead/change/vowelpo

wer/vowel.html Report your results and after reading the rest of

PBS’ “Do you Speak American: Vowel Shifting”

website, discuss/analyze your results.

o Weekly Blog Posts:

WK1BLOG: Introduce yourself, and your

experience with linguistics/what you hope to learn

from this class. After taking the “Linguistics

True/False Questionnaire” and viewing the correct

answers, report your results and state which factors

have had the most influence on your language habits

(ancestry/age/sex/socioeconomic status/etc.)?

o Anticipation Guide 1

• ESL 327

◦ Discussion Board: Issue of Dialects: Do you speak a

dialect or standard broadcast English? What other dialects do

you hear frequently? What are the factors that inhibit the

acquisition and use of Standard English among children?

How does dialect affect identity? What was ne wto you in the

section on Black English and Chicano /English Grammar?

Secondary

Minor: same


same

http://www.pbs.org/speak/ahead/change/vowelpower/vowel.html

http://www.pbs.org/speak/ahead/change/vowelpower/vowel.html


8


Proficiency

1.4 Knowledge of socio-linguistic elements

such as language varieties, dialects,

registers, and the value of

bilingualism/multilingualism.

A Elementary

Minor:

ESL321

o Test 2

o Discussion Board (DB) Posts/Responses: WK5DB: List as least 5 benefits of being bilingual.

Are there any negatives?

o Weekly Blog Posts:


Linguists #7, pg. 174: Examine a newspaper

advertisement from MN (Scandinavian roots);

compare with standard English pronunciations, infer

how phonological properties differ, state the

sociolinguistic purpose of using nonstandard

spellings/mis-spellings.

o Dialect Assignment: Select 3 different regional state

dialects from the pbs.org website. Compare/contrast the

differences in their speech, and research reasons for these. (1

pages assignment) (ESL 1.4)

o Socio-Linguistic Elements of ESL Narrated PowerPoint

Presentation: In a 5-10 slide PowerPoint presentation,

summarize/define/give examples of the Socio-Linguistic

elements of ESL and their effect on how you will teach ELL

students.

Secondary

Minor: same



9


Proficiency

same

2.0 Cultures, Literatures, Cross-Disciplinary Concepts



2.1 Knowledge, understanding, and use of

the major concepts, principles, theories,

and research related to the nature and

role of culture in language development

and academic achievement that support

the individual students’ learning.

B Elementary

Minor:

ESL311

o Weekly Blog Posts

Ch. 6 Anticipation Guide

o Discussion Board (DB) Posts/Responses WK2DB: What are cultural themes, and how might

we benefit from their study?

o Lab Assignment: After learning about the different ways

individuals communicate/interact (gestures, facial

expressions, etc.) and the research/theory behind it, observe a

person from a different culture than your own in a social

setting. Notice how they communicate, take notes, and

reflect afterwards. If t hey were a student of yours, how

might this change how you instruct/assess them?

Secondary

Minor: same


same

2.2 Application of knowledge and A Elementary


10


Proficiency

understanding of how cultural groups

and students’ cultural identities affect

language learning and school

achievement.

Minor:

ESL421 o WK2LAB What counts as literacy? Read and reflection on

articles about different family literacy examples through lab

discussion board assignments.

o WK3, 6, 8 Case Study - reading comprehension lesson

planning, implementation & evaluation of impact of

language and culture.

ESL311

o Discussion Board (DB) Posts/Responses WK5DB: In what ways do students’

communication abilities affect teachers’ perceptions

of students?

WK4DB: List 3 cultural differences ELL students

may have in your classroom. Discuss ways you will

make them feel comfortable and motivated to learn.

o Test 2 o Lab Assignment: Reflection 1pg. paper: Observe the way

the students/people in your lab setting communicate and

learn. Do you see these as roadblocks at all for language

learning/academic achievement? Or, do you see advantages

as well?

Secondary

Minor: same


same

2.3 An understanding of the value and role B Elementary


11


Proficiency

of diverse literary and cultural texts in

order to use them for interpretation and

reflection.

Minor:

ESL311

o Weekly Blog Posts

WK6BLOG: Summarize the value and role of

diverse literary and cultural texts in the classroom.

o WK6 Assignment: Create a Cross-Cultural Lesson Plan for

your level of instruction, using at least 3 diverse

literary/cultural texts as a central focus of the lesson.

o WK5 Assignment: Create list of Diverse Literary/Cultural

Texts and possible uses in the classroom

Secondary

Minor: same


same

2.4 An understanding of similarities and

differences between English-speaking

and heritage cultures, and know how to

make thoughtful comparisons between

them.

B Elementary

Minor:

ESL311

o Discussion Board (DB) Posts/Responses WK3DB: Discuss different stereotypes you have

observed about English speaking and heritage

cultures. Which are positive/negative, and discuss

reasons for this.WK3BLOG: Ch. 5 Anticipation

Guide

o Test 1

o Cultural Identity Analysis Paper: A 3-4 pg. paper to

explore your own cultural i.d., the histories that have shaped

it (ancestral background/racial/ethnic history, socioecon.,

etc.) Desc. how it has affected your life and your comm. with


12


Proficiency

others.

o Reflection-Reaction papers

o Lab Assignments: Cultural Observations Journal:

Record and analyze 4 observations of cultural differences,

concepts, or principals in action in the real world around you.

Converse and meet with someone of another culture,

prepared with discussion questions (1/2 to 1 page long). Do

a post-reflection, comparing/contrasting this person to your

own culture. Journal: Record and analyze 4 observations

of cultural differences, concepts, or principals in action in the

real world around you. Converse and meet with someone of

another culture, prepared with discussion questions (1/2 to 1

page long). Do a post-reflection, comparing/contrasting this

person to your own culture.

• ESL327

◦ Discussion Board-The Issue of Dialects: Do you speak a

dialect of standard broadcast English? What other dialects do

you hear frequently? What are the factors that inhibit the

acquisition and use of Standard English among children?

How does dialect affect identity? What was new to you in the

section on Black English and Chicano English

Grammar?(wk2)

◦ Discussion Board: Why do you think learning correct use of

prepositions, articles and articles with nouns takes so long

to learn?Is this also true for native English speakers? Which

language groups will have the most trouble with each of

these grammar rules and why? (wk3)

Secondary

Minor: same


same

2.5 Integration of knowledge of other B Elementary


13


Proficiency

disciplines into English language

instruction. Minor:

ESL421

o WK6 Comprehension Lesson Plan for 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.

ESL411

o Class 1 Assignment – DEJ from Chap. 1 reading.

o Weekly Blog Posts

WK2BLOG, WK3BLOG - Reflect on SIOP

o Class 1 - SIOP Model Video as a research based program

for successful integration of content and academic language

skills.

o Class 2 Assignment - Read Chaps. 3 and 4: preview the

graphic organizer, objectives, and background & DEJ s-

focus on combining content and language objectives

Secondary

Minor: same


same

3.0 Second Language Acquisition Theories and

Instructional Practices



3.1 An understanding of second language B Elementary


14


Proficiency

acquisition theories and research,

inclusive of error analysis, performance

analysis, and inter-language. .

Minor:

ESL421: o WK1 Assignment: Read Chaps. 1, 2 in RWL in ESL.

Assignment from Chap. 2, p.70, application of language

acquisition theories to a classroom setting.

o WK2 Assignment: Oral Language Assessment and Error

Analysis of ELL case study.

o WK8 Assignment: Part 1, 2, 3, & 5 of Case Study

Assignment.

ESL326

o Quiz 1

o SLA Research Presentation: In groups of 3-4 students,

prepare an oral presentation that summarizes and critiques

for the rest of us the theory described in the reading, and (if

empirical studies of SLA are reported), describe and critique

the methods used in the studies and their results. Your oral

presentation should last no longer than 20 minutes

o Final Project: Choose two Second Language Acquisition

elements (Listening, Speaking, Reading, Writing). Develop

a set of 5-6 strategies selected from the 2 textbooks covered

in the class for each element. Try out all of these strategies

in your lab placement with newcomer/beginning English

student(s). Evaluate how the strategies worked: What

strategies would you keep? What would you not use again?

How might you change the strategies? Summarize your

findings in a 10-15 min PowerPoint presentation, to be

presented on the last session of class.

• ESL327

◦ Discussion Board: Noticing the Gap 1-3, Given examples

of types of errors ELLs commonly make with these verb

forms, which have you encountered? How can you or did

you explain the correct form for that error? Do you think it

was native language interference in this case?


15


Proficiency

Secondary

Minor: same


same

3.2 An ability to use language acquisition

knowledge to create a supportive

classroom-learning environment that

includes opportunities for interaction in

English.

B Elementary

Minor:

ESL421: o Lab WK1 Assignment: Language Acquisition. Evaluating

language environment of school setting assignment based on

second language acquisition theories(wk1)

o Weekly Blog Posts

Lab WK3BLOG1: Evaluating Comprehensible

Input of self in lab classroom setting.(wk 3)

ESL326:

o WK3 Assignment: Create a “classroom diagram,” showing

how and where you provide support for ELL students.

o Lab Lesson Plans/Strategy “try out” (speaking/listening

lesson, writing lesson, content lesson). List evidence of

interaction in lesson plan using the SIOP rubric.

o Lab Journal: (1 page): Reflect on your lab

experiences/observations, and how they relate to what we’re

learning in class.

• ESL327

◦ Wiki: Choose 1 sentence from each Key #5,6,7, Noticing

the Gap. Choose two sentences from this group of sentences

and put an explanation for it in red lettering under the

incorrect sentence.(wk3)

◦ Blog: using Teaching Tech #10, find a song appropriate to a

specific age group and skill level that will reinforce one of

the grammar points- count and non-count nouns,,

prepositions or articles.


16


Proficiency

Secondary

Minor: same


same

3.3 A variety of instructional practices that

produce language outcomes through

articulated program models that address

the needs of linguistically and culturally

diverse learners.

B Elementary

Minor:

ESL326


o experiences/observations, and how they relate to what we’re

learning in class.

o Lab Assignment: Lab Lesson Plans/Strategy “try out”

(speaking/listening lesson, writing lesson, content lesson):

Lessons must have ELPA objectives listed.

o Final Project

o WK3 Assignment: Double Entry Journal: List the key ideas

from Ch.12 on the left side; list your thoughts about the ideas

on the right side.

o WK2 Assignment: Anticipation Guide Ch. 12

Secondary

Minor: same


same

3.4 Knowledge and use of second language B Elementary


17


Proficiency

acquisition theories and research in

classroom organization, developing

teaching strategies, and choosing and

adapting classroom instructional

resources.

Minor:

ESL421: o LabWK1 Assignment based on Chaps. 1, 2 in Peregoy 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.

o WK5 Assignment: Implement and evaluate a writing

activity with Case Study ELL.

o WK6 Assignment: - Adapts, implement and evaluate a

comprehension lesson with Case Study ELL using SIOP

Lesson Plan Protocol for planning and evaluating.

ESL326

o Lab Lesson Plans/Strategy: Lesson Plan with

support/rationale from theories and evaluation.

o Final Project

o Annotated Bibliography: Create a “must have list” of

classroom instructional resources for ELL’s.

o Quiz 2

o Resource Simulation Activity (in-class): Groups will be

given a skill/objective and a collection of available

resources. Groups will decide which resources to use and

will decide how/if the resources will need to be adapted for

an ELL student. Groups will also give a rationale for their

resource decisions.

o Lab Journal: Write a one-page reflection with conclusions

from the in-class simulation. What was difficult/successful?

Make connections to your lab placement. How do they

teach/adapt materials?

Secondary

Minor: same



18


Proficiency

same

3.5 Knowledge of individual learner

variables (e.g., linguistic, cognitive,

affective, social) in the second language

acquisition process.

B Elementary

Minor:

ESL421:

o WK2 Assignment: Interviewing ELL in Case Study Part

One

o WK5 Anticipation Guide for Chaps. 5,7 in RWL in ESL

o WK8 Case Study: Home component of Case Study Part 5,6

o WK8 Misconceptions- DB Harper & deJon and Antunez

articles

ESL326

o Lab Experience-Give an Interest Inventory to your students.

Reflect on how you would guide instruction based on the

affective learner variables in your lab placement

o SLA Research Presentation



learning in class.

• ESL327

◦ WK3DISCUSSION BOARD: Why do you think learning correct

prepositions, articles and when a noun needs an article or not takes so long

to learn? Is this also true for native speakers? Which language groups will

have the most trouble with each of these grammar rules and why? If you

have experience with another language this will help. Tell us about your

experience with another language. The side texts will also give you clues.

◦ WK3BLOG: Using Teaching Technique #10, find a song appropriate to a

specific age group and skill level that will reinforce one of the grammar

points for this week: Count and non-count nouns, prepositions or articles.

Post the link to the song and the grammar point that is the focus. How will

you introduce this song?

Secondary


19


Proficiency

Minor: same


same

3.6 Knowledge of past and current second

language teaching methodologies and

their applicability in developing

instructional practices and resources to

meet the needs of individual second

language learners.

B Elementary

Minor:

ESL326

o Compare/Contrast Current and Past SLA Methodologies

Assignment (2 page paper)

o Quiz 1

o Anticipation Guides for Techniques and Principals in L. T.

• ESL327

◦ Discussion Board-Response to historical Practices in

teaching Grammar: After reading p.16-30 and 287-294 in

the Folse text and the article by Ellis, Principled Practices in

second Language Acquisition, discuss your impressions of

how and why practices have changed in our approaches to

teaching grammar. What type of course do you see yourself

developing, and how will you approach grammar within the

teaching of language? The Ellis article represents current

thinking in grammar teaching. What is your response?

Secondary

Minor: same


same

3.7 Knowledge and use of a variety of

strategies to promote full participation of

limited-English proficient students in

classrooms.

C Elementary

Minor:

ESL421

o WK3 Assignment: Read 6 articles on classroom

interactions that help or inhibit language acquisition.


20


Proficiency

Respond in 3-2-1 for two of the articles.

ESL326

o Lab Journal

o Reflect on lab experiences/observations, and how they relate

to what we’re learning in class.

o Strategy Quickshare: In pairs you will be pick a strategy

from our book to present via handout and example

interaction.

o Lab Lesson Plan: Choose one or two strategies from each

textbook. Write a lesson plan and videotape your lesson in

lab placement. Do a post evaluation via a SIOP rubric.

o Final Project

ESL411

o Class 2 Assignment: Read and discuss SIOP scenarios in

small groups- building background and comprehensible

input

o Class 2, Chap. 3 M2:Take notes on Video clip- activating

PK.

o Class 3 Assignment: Read Ch. 5 and 6: preview the graphic

organizer, objectives, and background. Prepare DEJs –

appropriate to st. levels and varied strategies

o Class 3 Assignment: LPP (Part A) Develop your own

SIOP lesson using the elements studied to date

Secondary

Minor: same


same

3.8 Knowledge and use of a wide range of B Elementary


21


Proficiency

materials, resources, and technologies in

effective content teaching for limited-

English proficient students.

Minor:

ESL326

o Lab Lesson Plan: Teach and create a lesson using the SIOP

model and evaluation rubric.

o Lab Assignment: Textbook Review - Review three ESL

textbooks suitable for targeted learners, such as those in the

lab context. Review templates will be provided on

blackboard and include criteria for analyzing such textbook

features as content, use of graphics/visual elements, help

items such as glossaries, etc.

ESL411

o Weekly Blog Posts

WK3BLOG: Reflect on SIOP protocol samples

o Class 5 Assignment: Be prepared to discuss elements of

Ch.11 graphic organizer highlighting issues of Reading

Development and Special Education for English Learners.

• ESL327

◦ Video of Teaching Technique #9-Discover the Rule: Post

a video you make of yourself demonstrating how to conduct

a lesson I which the students will be able to deduce the

grammar rule.

Secondary

Minor: same


same

3.9 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.

B Elementary

Minor:

ESL421 o Case Study set of assignments: Plan and implement

instructional developmentally appropriate comprehension

strategies based on learning theory by selecting,


22


Proficiency

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).

o Lab Evaluation of Classroom performance by ESL

Teacher.

ESL326

o Lab Student Observation Rubric Form

o Lab Experience: Dialogue/Buddy Journals “try out”

o Final Project

o Lab Assignment: Mini Case Study -- a 3-5 page

description of one ESL learner in the lab context.

Information about the student’s learning styles and strategies

should be included. Discuss what you perceive to be your

own strengths and weaknesses as a teacher/tutor in working

with this particular learner. Do a needs analysis of this

student and make recommendations about further language

instruction.

ESL411

o WK2 Comprehensible Input: Write ans. to discussion

question 1,2, or 3 pg. 93

o Class 1 Assignment: Choose 4 suggestions for adapting

content to make it more accessible; then explain to a small

group how you would use them.

o Class 3 Assignment: Read Ch. 5 and 6: preview the graphic

organizer, objectives, and background. Prepare DEJs and

evaluate videos about strategies and interaction from the

SIOP Model.

◦ JR #2 WK#12 article focusing on Sheltered Instruction, Bi-

lingual instruction model, or developmental instructional

strategies.

◦ CL #3,4,5-AMT- LPP (part A, B, C)- Prepare final SIOP

lesson presentation and Protocol discussion. (includes LAB


23


Proficiency

components)

• ESL327

◦ Discussion Board: Video-Syntax Surgery. After viewing the video

“Syntax Surgery”, discuss what you learned from this teacher’s

approach to grammar. How does this approach fit with the ideas

presented in the Folse text Chpts 1-2 and Teaching Techniques 1-7? ◦ Editing Lesson: Using Teaching Technique #14 or #24, design a learning

activity by developing a paragraph of 3-4 sentences with errors in phrasal

verbs and modals. State the # and type of errors the students will be assigned

to correct.

◦ Discussion Board-Video-Language Focused Lesson-

Go to 50 Strategies videos on iTunesU. Open #4 Language Focused Lesson.

After viewing the video, answer the following questions 1) how did the

teacher make the purpose of the lesson clear to her students? 2) what support

did she give the students as they completed the task? 3) what did you learn

from this lesson that you might be able to apply in your classroom?

◦ Narrated Power Point of Two Exercises #8,#13 Post your Narrated Power Point in the Discussion Board site. Discuss what

you learned from completing this project and from the course.The Narrated

Power Point will consist of two application lessons built upon Teaching

Techniques #8 –what is possible and #13 What is NOT possible. For #8,

make 4 examples. On the following slide, show the same information but with

the correct answer marked,explain why this is the best answer. There will be 8

slides for this section. For #13,What is NOT possible, create a set of 4

sentences with a blank and 4 multiple choices for the blank in the sentence.

On the first slide of this section, present the sentence and the choices. On the

following slide, present the answer in the blank. In your narration give the

REASON for the selected answer.

Secondary

Minor: same


same


24


Proficiency

4.0 Integration of Standards Into Curriculum and

Instruction



4.1 An understanding of the standards and

benchmarks of the Michigan English

Language Proficiency Standards,

Michigan Curriculum Framework, and

ESL Standards for Pre-K-12 Students in

curricular planning.

A Elementary

Minor:

ESL421 o WK6 Assignment: Include both MELP Standards 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.

o WK3 SIOP Lesson Plan Evaluation Activity – Lesson

Planning with Videos

ESL411

o Class 1, 3, 5 Assignment: Students will cross reference grid

for selected skills from ESL Standards, MCF, and MELP to

be used in SIOP lessons.

o WK3LAB, WK4LAB, WK5LAB: Students will use

standards and benchmarks in citing the objectives in their

developing SIOP model.

Secondary

Minor: same


same

4.2 Ability to integrate the ESL Standards B Elementary


25


Proficiency

for Pre-K-12 Students, Michigan

Curriculum Framework, and Michigan

English Language 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.

Minor:

ESL421: o WK6: Include both MELP 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.

ESL411

o Class 1 Assignment: Sort content and language objectives,

using the Michigan English Language Objectives;

o ACT - Pairs: Generate charts with verbs for content obj and

language obj; ACT-Write a lang. obj.-pg.29

o WK4LAB: Reflection on observed SIOP features: lesson

prep and building background; use checklist provided.

o Class 2 Assignment: Choose a Lesson Plan template from

app. B; begin planning a SIOP lesson-determine content

objectives and language objective (label according to

standards)

Secondary

Minor: same


same

4.3 Ability to use standards and benchmarks B Elementary


26


Proficiency

to evaluate, select, design, and adapt

instructional resources by connecting

curriculum to students’ experiences and

skills of home and community.

Minor:

ESL326



learning in class.

o Lab Assignment: Develop Lesson Plan w/MELP Standards

listed. Connect all standards in some way to students’

experiences and skills of their home and community.

o Simulation Unit Plan Project: With another student (to be

assigned), create a Unit Plan for a particular population of

students (also to be assigned). This Unit Plan must provide

cultural relevance and connection to the students’ population.

You will be given specific student

populations/demographical information and a general theme,

but must decide on a specific topic for unit on your own.

You will create a list of 5-10 detailed activities correlated

with specific resources (literature, websites, general

education curricula, etc.). State support and a rationale for

all unit decisions, which must relate to your specific

population.

ESL421

o Use ELA and ESL standards in Case Study Lesson for

comprehension and writing.

ESL411

o Weekly Blog Posts

WK5BLOG: Describe in-class interventions content

teachers can provide to struggling reader.

o WK5 Assignment: With a partner write a letter to a school

board identifying issues and recommendations to avoid the

disproportionate representation of English learners in Special

Education and offer recommendations for improving

outcomes.


27


Proficiency

Secondary

Minor: same


same

4.4 An understanding and use of strategies

that promote student competence in

using critical thinking skills in concert

with learning English.

B Elementary

Minor:

ESL326

o Lab Lesson Plans/Strategy “try out”: (speaking/listening

lesson, writing lesson, content lesson). Lesson must have

critical thinking skill tasks specifically listed.


experiences/observations, and how they relate to what we’re

learning in class.

Secondary

Minor: same


same

4.5 An ability to manage and implement

standards-based content instruction to

support limited-English proficient

students in accessing the core

curriculum as they learn language and

academic content.

B Elementary

Minor:

ESL411

o Lab Reflections

o WK4 Assignment: Write a reflection of the teaching

Scenarios identifying how the contrasts reinforced learning

about the targeted SIOP features– ch.8

o WK12LAB LPP (Part B) teach part of your SIOP lesson

and evaluate using the SIOP Protocol.(classroom teacher

feedback)


28


Proficiency

Secondary

Minor: same


same

Lab Evaluation by ESL Teacher

4.6 A high level of competency in teaching

limited-English proficient students to

acquire and use English in listening,

speaking, reading, and writing for

academic and social purposes

C Elementary

Minor:

ESL326

o Lab Student Observation Rubric Form

o Lab Experience: Dialogue/Buddy Journals “try out”

o Final Project

o Lab Assignment: Mini Case Study -- a 3-5 page

description of one ESL learner in the lab context.

Information about the student’s learning styles and strategies

should be included. Discuss what you perceive to be your

own strengths and weaknesses as a teacher/tutor in working

with this particular learner. Do a needs analysis of this

student and make recommendations about further language

instruction.

ESL421 o Case Study set of assignments: 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).

o Lab Evaluation of Classroom performance by ESL

Teacher.


29


Proficiency

Secondary

Minor: same


same

4.7 Knowledge, understanding, and use of

standards-based practices and strategies

related to planning, implementing, and

managing content instruction for

limited-English proficient students.

B Elementary

Minor:

ESL411

o WK7 Journal 1 - prepare critical analysis of selected article

from CAL or CREDE focused on ELL instruction

o Class Assignment: Read Chaps. 8 and 9: DEJs focusing on

application and lesson delivery

o LABWK14 - Identify scoring practices and challenges;

students predict value of observing and rating teachers over

time on the SIOP.

Secondary

Minor: same


same

Lab Evaluation by ESL Teacher

5.0 Assessment of Languages and Cultures



5.1 Knowledge of the ongoing nature of B Elementary


30


Proficiency

assessment and multiple ways to assess

that are age and level appropriate by

implementing purposeful measures.

Minor:

ESL420

o WK1BLOG: Assessment Quick Share. Try out one

authentic assessment in a classroom and then analyze your

experience. o WK1BLOG: Talk to someone in your school building or district

person in charge of assessing ELLs for placement. After reading

the Macomb materials and outline of procedures and the Michigan

state guidelines for Identification Process, how do their procedures

compare to your districts practices for determining eligibility and

exiting ELLs

o Discussion Board : Discuss the types of authentic

assessment you are familiar with or have experience using:

which have you found user-friendly and why?

◦ WK4DB: Use figure 2.2 on pg. 15 in Authentic Assessment

to discuss where you are now with regard to goal setting and

authentic assessment, and where you would like to be.

o Tests (2)

Secondary

Minor: same


same

5.2 Reflective assessment practices A Elementary


31


Proficiency

including: analysis of assessment

results, adjustment of instruction based

on assessment results, and use of success

and failure to determine the direction of

instruction.

Minor:

ESL420

o Discussion Board (DB) Posts/Responses WK8DB: Present key points from your Assessment

Case Study and findings.

o Weekly Blog Posts

WK6BLOG: Authentic Assessment for ELL’ s

Application Activity #2 pg. 199: Assess what a

student can do in one more content areas: identify

their prior knowledge, assess background/conceptual

knowledge. Report and analyze your findings.

WK7BLOG: Create a flow chart/graphic organizer

guide for your district (or a potential district where

you may be working) for ELL identification.

o Assessment Portfolio Collection: “Next Step” Assignment:

Analyze an ELL student’s assessment results and create a

plan for their future instruction based on their successes and

failures.

Secondary

Minor: same


same

5.3 An ability to interpret and communicate B Elementary


32


Proficiency

the results of student performances to all

stakeholders and provide opportunity for

discussion of the information and

interpretation.

Minor:

ESL420

o Discussion Board (DB) Posts/Responses WK7DB: List the challenges you foresee in

reporting ELL students’ progress to stakeholders.

How will you overcome these challenges? Use

strategies/ideas from the readings.

o Weekly Blog Posts

WK5BLOG: After viewings the samples in the

MDE Document Packet, find reporting documents

from your school district (or a local school district).

Analyze and state at least 3 ways you will report

assessment information/data to stakeholders.

o Assessment Portfolio Collection Assignments

Observe a (translated) Parent/Teacher conference of an ELL student. Document your

observations/reflections (1 page).

Create 3 translated (English-choose a target

language) sample parent notes home (field trip

notice, grade report, health form, etc.)

Create a family newsletter using “soft language”

translation method (translated)

Secondary

Minor: same


same

5.4 Knowledge of various assessment issues A Elementary


33


Proficiency

(e.g., cultural and linguistic bias,

political, social, and psychological

factors).

Minor:

ESL420

o Discussion Board : Choose a “Hot Topic” article to read

and give your opinion on this issue. Discuss how you would

apply/change in your classroom from what you learned.

◦ Language Test Evaluation: Evaluate a standardized

language proficiency test in use in your school or program,

or from the SAU library.Use the criteria developed by

Andrew D. Cohen for evaluating assessment instruments

including its intended audience and use, bias, reliability and

validity.

◦ Assessment Case Study: Conduct at least one assessment

each for 1) listing, 2) speaking, 3) reading, and 4) writing.

Report on the results of these assessment instruments, the

implications of the results for instruction, and critical

evaluation of the testing instruments themselves, including

issues of linguistic bias, political, social or psychological

factors.

◦ Test 2: Including assessment issues of bias.

Secondary

Minor: same


same

5.5 Knowledge and use of various B Elementary


34


Proficiency

standards-based language proficiency

instruments to inform instruction and the

value of data for identification,

placement, and demonstration of

language proficiency and academic

achievement of limited-English

proficient students.

Minor:

ESL420

o Blog Post: Create a flow chart/graphic organizer guide for

your district (or a potential district where you may be

working) for ELL identification

o Test 1-covering standards, oral language assessment,

language proficiency assessments, portfolio assessments

◦ Test 2-covering interpreting/reporting data, writing

assessment, assessment issues, content assessment, reading

assessment, assessment guiding instruction, stakeholder

communication

Secondary

Minor: same


same

5.6 Knowledge of the difference between

language proficiency testing and other

types of assessment (e.g., standardized

achievement tests of overall mastery) as

they affect limited-English proficient

student learning.

B Elementary

Minor:

ESL420

o Language Test Evaluation Assignment

o Discussion Board : Compare and contrast what you learned

about the ELPA with what you know about other

standardized assessments.

◦ WK3DB: How are MI ELPS different than the MI

GLCE’s? How are they the same?

Secondary

Minor: same


same

5.7 Knowledge of the relationship between A Elementary


35


Proficiency

standards and assessment decisions. Minor:

ESL420

o Discussion Board : How are MIELPS different than the MI

GLCE’s? How are they the same?

o Portfolio Assessment Collection (b): Reading Discussion :

Explain the relationship between standards and assessment

decisions for the case study student.

o Porfolio Assessment Collection (e): “next Step”

Assignment: analyze an ELL student’s assessment results

and create a plan for their future instruction based on their

strengths and weaknesses

Secondary

Minor: same


same

5.8 Knowledge and use of a variety of

performance-based assessment tools and

techniques to inform instruction.

B Elementary

Minor:

ESL421 o WK3 Oral Language Evaluation assignment: Use 2 tools

to identify stages of oral language (listening and speaking).

(Part 3 of Case Study); SOLOM & Stages of Language

Proficiency Scale.

o Writing assessment assignment in case study, Part 4.

o Weekly Blog Posts

WK4BLOG Collection of Writing Samples evaluating the developmental nature of writing.

o WK2 Assignment: Oral Language Assessment and Error

Analysis of ELL case study

o Part 1, 2, 3 & 5 of Case Study Assignment.

ESL420

o Assessment Case Study: Conduct at least one assessment


36


Proficiency

each for 1) listing, 2) speaking, 3) reading, and 4) writing.

Report on the results of these assessment instruments, the

implications of the results for instruction, and critical

evaluation of the testing instruments themselves, including

issues of linguistic bias, political, social or psychological

factors.

o Assessment Quick Share Assignment Activity, project,

game that can be used in the classroom to quickly assess an

ELL student, which you will share with the class. Provide a

handout and how it can be used for assessment purposes

o Tests 1 and 2

o Discussion Board: Authentic Assessment App. Act. #2 pg.

160: Hold/pretend you are going to hold writing assessment

conferences with ELL students. Make a plan of the types of

questions you would ask, and plan for the way in which you

will record student responses. Also include how often you

will hold conferences with students.

o Application Activity #5 pg. 92: Develop a scoring rubric

for an oral language interview. Decide how many levels you

want on the rubric, how each level will be defined, and what

standard of performance you want your students to attain on

the rubric.

Application Activity #6 pg. 133: Create an outline

of a reading/writing portfolio with required and

optional entries that reflect instruction.

Secondary

Minor: same


same


37


Proficiency

6.0 Professionalism



6.1 Linguistic and cultural competence

through reflective practices.

B Elementary

Minor:

ESL421

o WK2 Comprehensible Input Evaluation (self)

o WK8 Case Study Evaluation section

o Lab Evaluation by Classroom Teacher

ESL311

o Discussion Board : What does “culture” mean to you?

What positive/negative cross-cultural experiences have you

had?

o Cultural Observations Journal

o LAB Assignment o Cultural Identity Analysis Paper: A 3-4 pg. paper to

explore your own cultural i.d., the histories that have shaped

it (ancestral background/racial/ethnic history, socioecon.,

etc.) Desc. how it has affected your life and your

communication with others.

Secondary

Minor: same


same

6.2 Knowledge of the value that B Elementary


38


Proficiency

multilingualism brings to the overall

success of all students and understands

the teacher’s role as an advocate with

students, colleagues, and members of the

community in promoting

multilingualism.

Minor:

ESL311

o WK7 Multilingualism Brochure Assignment: List at least

ten facts that state the value of bilingualism, relating it to the

overall success of all students.

o Discussion Board (DB) Posts/Responses WK7DB: As a possible teacher of culturally diverse

students, in what ways will you advocate for your

students?

WK8DB (LAB ASSIGNMENT): Observe the

director/teacher in your lab placement. Note how

he/she values and promotes multilingualism/culture

in the setting, either by the environment or

communication. Reflect and make connections to

the readings

Secondary

Minor: same


same

6.3 Ability to identify, analyze, and reflect

upon professional knowledge and

language proficiency, and seek resources

for improvement.

C Elementary

Minor:

ESL421 o WK8 Case Study Reflection on effectiveness of teaching

the lesson

o Lab Evaluation from Observation Teacher

o School of Education rubric for Professional Skills and

Dispositions evaluation by professor

o Student Teaching Evaluation –Self Reflection

Lab Reflections in ESL 311, 411, and 421


39


Proficiency

Secondary

Minor: same


same

6.4 Knowledge of legislative impact on

teaching in programs for world

languages, limited-English proficient

students, and bilingual education.

A Elementary

Minor:

ESL311

o Weekly Blog Posts

WK7BLOG: Summarize the current status of U.S.

legislation in regards to LEP and bilingual

educational programs. Based on this information,

make a prediction for the outcome after the next 5

years.

o Jigsaw Group Presentation Assignment: In groups of 2-3,

create an up-to-date narrated PowerPoint presentation of the

history and current state of teaching world language,

LEP/bilingual students. Explain all related and current

public policy/advocacy issues.

o Test 3

ESL421

o WK1 Assignment: Chaps. 1, 2 - Peregoy and Boyle

assignment

Secondary

Minor: same


same

6.5 Knowledge of the teacher’s role as a A Elementary


40


Proficiency

professional within a discipline. Minor:

ESL311

o Weekly Blog Posts

WK7BLOG: Specifically list the ways you will

incorporate what you have learned in this course in

your classroom/school.

o Discussion Board (DB) Posts/Responses WK7DB: As a possible teacher of culturally diverse

students, in what ways will you advocate for your

students?

Secondary

Minor: same


same

6.6 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.

A Elementary

Minor:

ESL311

o PowerPoint Jigsaw Group Presentation Assignment: In

groups of 2-3, create an up-to-date narrated PowerPoint

presentation of the history and current state of teaching

world language, LEP/bilingual students. Explain all related

and current public policy/advocacy issues.

o Test 3

ESL421 o WK1 Assignment: Chaps. 1, 2 in Peregoy and Boyle

o PPT on No Child Left Behind

Secondary

Minor: same


41


Proficiency


same

6.7 An ability to serve as professional

resources, advocate for students, and

build partnerships with students’

families and communities.

A Elementary

Minor:

ESL420

o Weekly Blog Posts

WK8BLOG: Create a professional development

plan of how you will serve as a professional resource

for parents, students, families, and the community

o Discussion Board (DB) Posts/Responses WK8DB: After learning about various family

literacy programs, write your own Family Literacy

Program plan proposal.

o Assessment Portfolio Collection Assignments: Create a

brochure with resources for ELL students/parents/educators.

Secondary

Minor: same


same

7.0 Institutional Resources, Coordination, and

Commitment


program structures that demonstrate a capacity for

coordination of resources, and the commitment

toward a quality program.

7.1 The program provides an administrative * Elementary


42


Proficiency

governance structure that encourages

collaboration across content and teacher

preparation programs.

Minor:

This is accomplished in several ways, including:

Inclusion in the University’s undergraduate academic catalog as a

separate listing (see. p. 134ff);

Through regularly scheduled Academic Senate and other Faculty

Meetings for the discussion and continuous improvement of

instruction and curriculum across content areas and in conjunction

with the School of Education;

Through program approval initiatives such as the creation of this

folio or documents for NCATE are jointly prepared by faculty and

staff from the School of Arts & Sciences and the School of

Education;

Communication between Education and Arts & Sciences faculty at

least annually regarding any methods courses; and

Through the commitment of Faculty Development Funds and other

professional development grants and release time for faculty study

and travel to conferences and to MDE and other state level and

regional meetings.

Secondary

Minor: same


same

7.2 The program provides adequate * Elementary


43


Proficiency

resources, both human and material, to

ensure the limited-English proficient

teacher preparation program is

equivalent in stature to other teacher

preparation programs.

Minor:


all of the University teacher education programs are accredited by

TEAC and (along with the rest of the University) by NCA/HLC;

the ESL program can be taken as an academic minor by students who

are not teacher candidates and do not wish to certify, but who work

with bilingual populations (e.g. nurses, social workers, linguists and

language translators, missionaries);

the ESL program has the same adequate library resources available

to the University

the ESL program has the same technologically equipped classrooms

available to the University, and

the ESL program has the same faculty development resources,

technical support, and web access to a course management system

that is available to the University.

Secondary

Minor: same


same

7.3 The program provides a methods course * Elementary


44


Proficiency

with specific strategies of instruction for

limited-English proficient learners and

collaboratively supports structured field

experiences.

Minor:

Rather than one methods course, two of the courses in the curriculum

specifically address methods (ESL 326, ESL 421); four of the courses in the

curriculum (ESL 311, 326, ESL 411, ESL 421) each have a requirement of

15 structured hours of lab time in a K-12 ELL classroom. ESL 411 will be

contextualized in high school; for the other three courses, the students will

select experiences in either elementary, middle, or high school. By the time

candidates are prepared to student teach, they will have spent 15 hours in

each of the 3 grade levels.

The required laboratory coursework is assessed using an observation tool

specific to the Sheltered Immersion Observation Protocol. This protocol is

included in the four course syllabi.

Secondary

Minor: same


same

7.4 The program provides an assessment * Elementary


45


Proficiency

system that regularly evaluates the

effectiveness of the program and its

faculty and staff.

Minor:


An ongoing ESL assessment plan that will collect data on MTTC test

scores and the results of student study abroad and the subsequent oral

interview and reflection papers of students. The data will be analyzed

every academic year and significant findings are used to adjust

curriculum and instruction; the target pass rate is 90% for the first

attempt;

Faculty participation in cell groups that are involved in peer

observations and evaluations yielding valuable feedback that is

further discussed in the group and may result in collaborative efforts

to improve instruction;

Student evaluations of faculty and courses administered in every

course each semester, and reviewed by faculty members with

Department Chair for the purpose of identifying both faculty and

course strengths and weaknesses stimulating improvement; and

Tracking of the degree of employer satisfaction of alumni on specific

aspects of their preparation to teach, along with anecdotal evidence

collected on graduates’ professional activities and achievements

Secondary

Minor:



46


Proficiency

7.5 The program provides candidates with

access to the appropriate testing

opportunities, options, and procedures to

demonstrate language proficiency.

* Elementary

Minor:

Proficiency in a world language is encouraged but not required for this

program. Students are required to take a college course in a world language,

but can ask that this requirement be satisfied through other means such as

high school language coursework, or living and/or study in a non-English

speaking setting.

Candidates must have the same minimum proficiency in English that other

teacher education candidates in other programs must possess; this proficiency

is verified by the course instructors in ESL 311 and 411.

Secondary

Minor: same


same

Guideline/Standard *Level of

Proficiency

Narrative Explaining how Required Courses and/or Experiences

Fulfill the Standards

A K-12 endorsement program must provide

candidates with the following experiences:


47

Guideline/Standard *Level of

Proficiency

Narrative Explaining how Required Courses and/or Experiences

Fulfill the Standards

The K-12 program provides structured field

experiences (inclusive of student teaching) in

three areas: elementary, middle school, and high

school.

*

The K-12 program provides course work in

growth and development for early childhood and

adolescent learners.

*

The K-12 program provides instruction in

preparation in instructional methods with

specific strategies of instruction for limited-

English proficient students and collaboratively

supports structured field experiences appropriate

to both levels of certification.

*

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