Online Instructor’s N Instructor’s Telephone · 2013. 11. 7. · Course Syllabus Template All...

After School Professional Development Program 65 Court Street, Room 224, Brooklyn, NY 11201

Helaine Schwartz, Director [email protected]

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Course Syllabus Template

All Courses = 36 Hours; minimum 6 sessions

Spring 2013: February 4, 2013 – June 10, 2013

Please complete a full course syllabus using this format. The number of sessions held will depend

on how you allocate the 36 hours. This syllabus will be uploaded to the ASPDP web site. Please be

sure it is in a word or PDF document format.

Title of Course: P27-195S13 Teaching Reading and Comprehension to English Learners, K-5

Course Code: P27-195

Course Location: Online

Instructor’s Name: Dr. Margarita Calderón

Instructor’s Telephone #:

1 800 728 0032

E-mail: [email protected]

Course Begins: Feb. 4, 2013 Course Ends: June 10, 2013 Total Hours: 36

Course Description

In this course, Dr. Margarita Calderón outlines techniques for elementary teachers seeking to

improve the reading and comprehension skills of English Language Learners in their classrooms.

With straightforwardness, patience, and humor, Dr. Calderón leads workshop participants through

the steps needed to select vocabulary for reading, pre-teach this vocabulary, and model

comprehension strategies like think-alouds and partner reading. Writing and editing strategies

complete the picture.

Dr. Calderón connects instructional practice with the Common Core State Standards, and backs up

her recommendations with research. Classroom footage of teachers putting principles into practice

will give educators an opportunity to observe that techniques that strengthen the skills of ELLs are

beneficial for all students.

NOTE: Midterms may be submitted anytime but are due no later than 2 weeks after the final

registration date.



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Calendar Session # 1 Date: self-paced Time: self-paced Number of hours for this session: 1 Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.

Setting Learning Goals

KDS has implemented a topic at the beginning of the course, Setting Learning Goals, that instructs participants

to read the syllabus that contains a course and unit descriptions and then to develop student learning goals related

to the domains and components from Charlotte Danielson’s Framework for Teaching (at

http://charlottedanielson.com/theframeteach.htm). They may also consult the NYC Teacher Effectiveness site (at

http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm),

and the NYC CCSS (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm). (Participants may also

draw from existing classroom data they have collected from pretests and assessments or know anecdotally.)

Objectives: Specify instructional goals and standards for each session.

Goal:

To set student learning goals Method of Instruction: List the method of presenting: Classroom video or interactive hands-on activity. Include

strategies to meet diverse learning needs (differentiated instruction).

Participants consult standards

Participants create learning goals Classroom Practice: Specify what skills and strategies the participant will bring back to his/her classroom.

Participants bring their learning goals to their students Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition, publisher, cost, and

where it is available. If there is a guest speaker, include the presenter’s name and affiliation.

Charlotte Danielson’s Framework for Teaching (at http://charlottedanielson.com/theframeteach.htm).

NYC Teacher Effectiveness site (at

http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.h

tm),

NYC CCSS (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm). (Participants

may also draw from existing classroom data they have collected from pretests and

Guest Speakers:

http://charlottedanielson.com/theframeteach.htmhttp://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htmhttp://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htmhttp://charlottedanielson.com/theframeteach.htmhttp://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htmhttp://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htmhttp://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm



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Calendar Session # 2 Date: self-paced Time: self-paced Number of hours for this session: 2.5 Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.

Introduction

In a lively workshop format, Dr. Calderón provides an overview of the classroom realities for

English Language Learners, including the breadth of experience they bring. Educators complete

this unit with a better understanding of their students’ needs, the importance of vocabulary

acquisition to school success, and ways to enlist family support.


Goals:

After completing this unit, educators will know:

How to recognize the diversity of English learners (ELs) in their classrooms

The importance of building vocabulary among ELs in the early grades

The recommendations of the Common Core State Standards regarding the teaching of reading

Strategies for engaging families of English learners

Standards:

The Framework for Teaching

Domain 1: Planning and Preparation, Competency e: Designing Coherent Instruction

Common Core State Standards

The following key components of ELA/Literacy instruction are highlighted:

• Academic vocabulary (e.g., tier 1, 2, 3 words) • Language (e.g., rich discourse, discussions, questions, answers) • Reading (e.g., text complexity, more informational than literary) • Writing from sources (e.g., texts they are reading) • Building knowledge in the disciplines by teaching reading, vocabulary, and writing in

science, social studies, and language arts

Method of Instruction: List the method of presenting: Classroom video or interactive hands-on activity.

Include strategies to meet diverse learning needs (differentiated instruction).

Video presentation

Reflection questions

Quiz Classroom Practice: Specify what skills and strategies the participant will bring back to his/her classroom.

After completing this unit, educators will be able to:

Reflect on the needs of English learners in their classrooms



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eBook: The Diversity of Students and Programs Participants read “Chapter 1: The Diversity of Students and Programs” in the eBook of Teaching

Reading & Comprehension to English Learners, K – 5, and respond to the questions that follow.


Goals:


How to recognize the diversity of English Language Learners in their classrooms

Ways in which the progress of ELLs may be monitored

Standards:





eBook

reflection prompts Classroom Practice: Specify what skills and strategies the participant will bring back to his/her classroom.


Reflect on the needs of English learners in their classrooms Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition, publisher,

cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.

Available in the eClassroom: Margarita Calderon, Teaching Reading and Comprehension to

English Learners, K-5, Solution Tree Press. 2011.

Guest Speakers:

Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition, publisher,


Guest Speakers:



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Calendar Session #4 Date: self-paced Time: self-paced Number of hours for this session: 1 Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.

eBook: The Educational Needs of Young ELs

Participants read “Chapter 3: The Educational Needs of Young ELs” in the eBook of Teaching



Goals:


Important pre-literacy skills for ELLs

Strategies for engaging families of ELLs

Standards:



Domain 2: Instruction, Competency c: Engaging Students in Learning



eBook



Identify ways to engage families of ELLs





Guest Speakers:



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eBook: The Most Critical Year: First Grade

Participants read “Chapter 4: The Most Critical Year: First Grade” in the eBook of Teaching



Goals:


The need for instructional intervention on behalf of first-graders struggling with reading

Characteristics of reading instruction that supports ELLs

Characteristics of family conversations that build language skills and support reading and writing

Standards:





eBook



Consider how best practices for young learners might be applied to their own classrooms Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition, publisher,




Guest Speakers:



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Calendar Session # 6 Date: self-paced Time: self-paced Number of hours for this session: 2.5 Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.

Unit 2: Selecting Words to Teach

In this unit, teachers learn how to select vocabulary worthy of instruction. Dr. Calderón goes

beyond content-related vocabulary, identifying polysemous words, idioms, information-processing

words, connectors, and cognates as words that ELs need to make meaning from text. Educators

complete this unit with a solid understanding of these terms, and it won’t be long before students

know them, too.


Goals:


How to identify three tiers of words for pre-teaching o Tier 3: subject-specific o Tier 2: phrasal clusters, idioms, polysemous words, information-processing words,

connectors, words that provide specificity

o Tier 1: words known by general education students, but not necessarily by ELs

Standards:




Anchor Standards in Reading: Interpret words and phrases as they are used in a text



Video presentation


Discussion forum



Select vocabulary for pre-teaching Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition, publisher,




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Guest Speakers:

Calendar Session # 7 Date: self-paced Time: self-paced

Number of hours for this session: 1 Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.

eBook: Selecting Words to Teach

Participants read “Chapter 5: Selecting Words to Teach” in the eBook of Teaching Reading &

Comprehension to English Learners, K – 8, and respond to the questions that follow.



How to identify three tiers of words for pre-teaching o Tier 3: subject-specific o Tier 2: phrasal clusters, idioms, polysemous words, information-processing words,

connectors, words that provide specificity

o Tier 1: words known by general education students, but not necessarily by ELs Method of Instruction: List the method of presenting: Classroom video or interactive hands-on activity.


eBook


Goals:


Select vocabulary for pre-teaching

Standards:







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Guest Speakers:


Number of hours for this session: 2.5 Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.

Teaching Vocabulary

In this unit, Dr. Calderón describes a seven-step process to teach vocabulary that maximizes

students’ opportunities to speak and interact with each other. We see this process as it’s

implemented in a 5th

-grade math class for the very first time, and students describe what they

learned.


Goals:


Strategies for pre-teaching vocabulary that maximize student interaction and opportunities for practice

Standards:








Video presentation


Discussion forum



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Use a seven-step process for pre-teaching vocabulary



Guest Speakers:



eBook: Teaching Vocabulary

Participants read “Chapter 6: Teaching Vocabulary” in the eBook of Teaching Reading &



Goals:


Strategies for teaching vocabulary that maximize student interaction and opportunities for practice

Standards:







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eBook



Include new vocabulary strategies in their instructional repertoire Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition, publisher,




Guest Speakers:

Calendar

Session # 10

Date: NOTE: Midterms may be submitted anytime but are due no later than 2 weeks after the

final registration date. Date: Time:

Number of hours for this session: 5

Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.

Midterm

In this midterm, you will describe three of your English learners, then choose a non-fiction text

selection to work on with your class. You will select vocabulary to pre-teach, and create the steps to

pre-teach the words you’ve chosen. After completing this exercise with your class, you’ll answer

reflection questions about the experience. (Note: if you are a kindergarten or first-grade teacher,

please describe how you’ll adapt these activities for non-readers. See Chapters 3 and 4 of Teaching

Reading and Comprehension to English Learners, K-5, for suggestions.)

1. Choose three students (current or former) who are English learners. Describe each in terms of EL

categories (found on pages 7 - 9 of Teaching Reading and Comprehension to English Learners, K-

5) and level of language proficiency (found on pages 10 and 11). Include a description of each

student’s background as well as tests scores or informal assessments that support your conclusions.

(Please do not use students’ or family members’ names.)

2. Select text from a lesson you’ll work on as a class. Select nine vocabulary words to be pre-



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taught, and complete the Vocabulary Tiers chart, which may be accessed by clicking on the

Resources button in the eClassroom.

3. Describe the seven steps you’ll use to pre-teach five of the vocabulary words, using the right-

hand column of the table on page 72 as a guide. Please include the dialogue you’ll use with the

students, with steps 1 - 7 listed for each of the five words.

4. Pre-teach the vocabulary to your class as you’ve planned in step 3. Keep track of the time spent

on each activity. Circulate throughout the room during the think-pair-share (step 6) and take notes

on good examples to share with the class as well as students who need further work.

5. Complete the following reflection questions:

a. How did you model the expected behavior for each step? b. How long did each step take? c. Note evidence that students had a good grasp of the vocabulary. d. Note evidence of students who were confused or need further instruction. e. If you were to teach this lesson a second time, what would you do differently? f. Based on this experience, what do you think are the merits of this process? g.

6. Upload each of the following:

a. 3 student descriptions b. 7-step process for each of 5 words c. Answers to the 6 reflection questions found in step 5, above


Method of Instruction: List the method of presenting: Classroom video or interactive hands-on

activity. Include strategies to meet diverse learning needs (differentiated instruction).

Classroom Practice: Specify what skills and strategies the participant will bring back to his/her

classroom.

Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition,

publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name

and affiliation.



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Guest Speakers:



Teaching Reading

In this segment, Dr. Calderón models the use of think-alouds and partner reading to improve

comprehension. We visit a 3rd

-grade classroom to see these strategies in action, as students read

about laws and civic responsibilities.


Goals:


The recommendations of the Common Core State Standards regarding the teaching of reading

How to use think-alouds and partner reading to teach strategies for reading

Standards:





Anchor Standards in Reading:

Read closely to determine what the text says explicitly and to make logical inferences from it.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.



Video presentation


Discussion forum

Quiz



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Classroom Practice: Specify what skills and strategies the participant will bring back to his/her classroom.


Use think-alouds and partner reading to improve reading comprehension

Use Bloom’s Taxonomy to help students formulate questions about material they’ve read Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition, publisher,


Guest Speakers:



eBook: Teaching Reading

Participants read “Chapter 7: Teaching Reading” in the eBook of Teaching Reading &



Goals:


The potential effect of relying on decoding as the primary measure of reading skill

The relationship between skill in one’s primary language and one’s skill in English

How English compares to other languages in its correspondence between spelling and pronunciation

Standards:





eBook

reflection prompts



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Compare their own practice with a sample Literacy Block, and incorporate ideas for improvement.





Guest Speakers:



Teaching Writing

In this unit, Dr. Calderón makes clear the connection between reading and writing in the content

areas. She provides practical strategies for reviewing vocabulary, writing, and editing, all of which

encourage students’ delight in the process and pride in the finished work. We visit a 2nd

-grade

classroom to see the launch of a science writing activity, and students describe what they learned.



The recommendations of the Common Core State Standards regarding the teaching of writing

Strategies for teaching writing and editing Method of Instruction: List the method of presenting: Classroom video or interactive hands-on activity.


Video presentation


Discussion forum


Goals:



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Use a roundtable strategy to improve student recall of content vocabulary

Use exit passes as a tool to review content learning and informally assess student writing

Assist students in analyzing text features

Use a write-around strategy for collaborative writing and editing

Use ratiocination and cut-and-grow strategies for improving writing

Standards: The Framework for Teaching




Anchor Standards in Reading:

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when wiring or speaking to support conclusions drawn from

the text.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.



Guest Speakers:



eBook: Teaching Writing

Participants read “Chapter 8: Teaching Writing” in the eBook of Teaching Reading &



Goals:



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Research-based strategies for teaching writing to ELLs

Standards:





eBook




Include new writing strategies in their instructional repertoire Resources (readings, artifacts, internet sites, videos, etc): Provide the title, author, edition, publisher,




Guest Speakers:

Calendar Session #15 Date: self-paced Time: self-paced


eBook: Ensuring and Reinforcing Comprehension

Participants read “Chapter 9: Ensuring and Reinforcing Comprehension” in the eBook of Teaching



Goals:


Strategies for checking comprehension during instruction

Strategies for giving directions to ELLs

Strategies for correcting language errors

Three types of assessments for monitoring progress



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Standards:





eBook

Reflection questions Classroom Practice: Specify what skills and strategies the participant will bring back to his/her classroom.


Compare recommended strategies with their own practice, incorporating new strategies as needed





Guest Speakers:



eBook: Cooperative Learning

Participants read “Chapter 10: Cooperative Learning” in the eBook of Teaching Reading &



Goals:


The protocols, social norms, and conditions needed for cooperative learning



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Standards:





eBook

Reflection questions Classroom Practice: Specify what skills and strategies the participant will bring back to his/her classroom.


Compare recommended strategies with their own practice, incorporating new strategies as needed





Guest Speakers:

Calendar

Session # 17

Date: self-paced Time: self-paced

Number of hours for this session: 2.5


Conclusion

Dr. Calderon reviews research regarding writing. Educators offer advice for launching reading and

comprehension strategies for the English learners in your school.


Goals:


How educational research on the teaching of writing applies to classroom practice

Standards:






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The following key components of ELA/Literacy instruction are highlighted:

• Academic vocabulary (e.g., tier 1, 2, 3 words) • Language (e.g., rich discourse, discussions, questions, answers) • Reading (e.g., text complexity, more informational than literary) • Writing from sources (e.g., texts they are reading) • Building knowledge in the disciplines by teaching reading, vocabulary, and writing in

science, social studies, and language arts



Video presentation


Discussion forum

Quiz


classroom.


Reflect on their own practices with the goal of improving the reading, writing, and editing skills of English learners



and affiliation.

Guest Speakers:

Calendar

Session # 18

Date: self-paced Time: self-paced

Number of hours for this session: 5


Final

For your final, you will choose a non-fiction text different from that selected for your midterm.

Select and pre-teach vocabulary, then complete the following reading and writing activities. Note



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items 1 – 6 below will require multiple lessons over the course of a week. (Note: if you are a

kindergarten or first-grade teacher, please describe how you’ll adapt these activities for non-

readers. See Chapters 3 and 4 of Teaching Reading and Comprehension to English Learners, K-5,

for suggestions.)

Think-aloud

Partner Reading

Four Heads Together (formulate questions)

Roundtable (vocabulary review)

Write-around

Revision (Ratiocination or Cut-and-Grow)

Finally, you’ll answer reflection questions about the experience.

1. Select and pre-teach vocabulary as you did during the midterm. (You are not required to write

down the steps you use.)

2. After pre-teaching the vocabulary, choose a reading strategy to model using a Think-aloud.

(Examples: summarizing what you’ve read in your own words, or what to do when you get to an

unfamiliar word) Include the text that you’ll use to model this strategy, and the dialogue you’ll use

to model it.

3. Have students practice the strategy during partner reading. Note examples of good strategizing to

share with the class as well as students who are struggling and will need further instruction.

4. Introduce an appropriate level of Bloom’s Taxonomy, and have students formulate questions

based on the text using the Four Heads Together activity. (Bloom’s Taxonomy may be downloaded

by clicking on the green Resources button.) List the questions your students formulated based on

the text.

5. Review vocabulary using the Roundtable activity described in Unit 5, segments 2 and 3.

6. Have groups of students write paragraphs using the Write-around strategy modeled in Unit 5,

segments 10 and 11. Use the Ratiocination strategy or the Cut-and-Grow strategy to have students

make revisions to their work. Provide one sample of student writing, along with the revisions made

during this process.

7. Complete the following reflection questions:

a. Describe the Think-aloud and partner reading activity as it unfolded in your classroom. What strategy did you model? Note evidence that students had a good grasp of the strategy

being modeled. Note evidence of students who were confused or need further instruction.

b. In the Four Heads Together activity, what level of Bloom’s Taxonomy did you introduce to your students? How did you model your expectations for this activity? What worked well?

If you taught this lesson again, what would you do differently? Please provide a list of the



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questions your students came up with during this activity.

c. Describe the Roundtable activity as it unfolded in your class. What evidence do you have that it was useful in helping students recall vocabulary from the text? What strategies did

students come up with for remembering more words in the second round?

d. Describe the writing and revision process from Step 6 above. What evidence did you notice that working collaboratively assisted your students in the writing process? What

improvements did you notice as a result of the Ratiocination or Cut-and-Grow activity? If

the writing/revision process did not work as you anticipated, what would you do differently

next time?

e. Consider all of the strategies discussed for the teaching of vocabulary, reading, and writing. Which will you be most likely to incorporate into your classroom instruction, and why?





classroom.



and affiliation.

Guest Speakers:

Online Instructor’s N Instructor’s Telephone · 2013. 11. 7. · Course Syllabus Template All...

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