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EDUC 548-01 Literacy and Language Development in English for Speakers of

Other Languages (ESOL)

Fall 2016Online

Instructor: Dr. Mary Caitlin Wight E-Mail: [email protected] Skype: mcswightOffice Hours: Virtual, by appointment

COURSE DESCRIPTIONThis course introduces students interested in questions of language acquisition to the theories and practices relating to literacy in a second language. Topics include models for acquiring second language reading skills, teaching strategies for second language literacy development, evaluating literacy materials, evaluating literacy development, current research on second language literacy and language development, and the political and social implications of second language literacy. The primary focus of this course is on Standard 3. Planning for Standards-Based ESL and Content Instruction (TESOL/CAEP). It emphasizes the role of the teacher as communicator. The overarching goal of this course is to develop instructional proficiency in second language reading. New York State Education Department (N.Y.S.E.D.) Standards for ESL and the N.Y.S.E.D. Common Core State Standards applied to ELL students provide the basis for curriculum work. COURSE PREREQUISITESUndergraduates:

Must hold senior status CURR 213 (Pre-requisite) CURR 313 or EDUC 215 (Pre-requisite) EDUC 521 (Pre-requisite or co-requisite)

Graduates: Must hold initial or professional teaching certificate or be enrolled in a program leading to initial or

professional teaching certificate EDUC 521 (Pre-requisite or co-requisite)

COURSE TOPICS Literacy and Language Acquisition & Development NYS Policies, Laws, & Standards for ELLs Literacy and Language Instruction & Assessment

COURSE RATIONALEThis course infuses the constructivist approach to teaching and learning in which teacher candidates use their prior knowledge and social contexts to interact and develop relevant knowledge, skills and dispositions to become teachers committed to improve the lives of students through education. This course is consistent with the following Geneseo core values:

1. Geneseo mission to develop socially responsible citizens with skills and values important to the pursuit of an enriched life and success in the world; and

mailto:[email protected]

2. The School of Education mission to prepare future teachers to be reflective, critical thinkers, adept at problem solving, and committed to the development of communities of inquiry to ensure that all students have the opportunity to learn the skills necessary for a productive life and responsible citizenship.

Consistent with SUNY policies, regulations of the New York State Department of Education, CEC, ACEI and standards, and with the School of Education Conceptual Framework, this course will provide candidates the opportunity to acquire the knowledge and skills, and dispositions pertinent to the specific learner outcomes listed below.

REQUIRED TEXTS, READINGS, AND MATERIALS1. Cloud, N., Genesee, F., Hamayan, E. (2009). Literacy instruction for English language learners: A

teacher’s guide to research-based practices. Portsmouth, NH: Heinemann. 2. Echevarría, J. & Graves, A. (2015). Sheltered content instruction: Teaching English learners with

diverse abilities (5th ed.). Boston: Pearson. 3. Additional texts and media posted to Mycourses.

RECOMMENDED MEMBERSHIP1. Membership to :

a. NYS TESOL ($20/year student) or TESOL ($35/year student)b. RALC (Rochester Area Literacy Council- Membership in this local council enrolls you for free

into NYSRA) ($20/year student) or ILA ($24/year)c. Membership to a professional organization in your field is extremely important in staying

current and making lasting connections and support networks to continue to grow in your profession. It is strongly encouraged that you join now while membership is cheaper as a student in order to see all of the benefits of membership.

LEARNING OUTCOMES.Course Learning Outcome Professional

StandardsSOE

Conceptual Framework

Performance-based Assessments/ Assignments

Teacher candidates will demonstrate understandings of language acquisition and development as well as culture as it affects student learning through an understanding of ESL history and research as well as political and social implications of L2 literacy.

TESOL 1.b, 2, 5.a

A1, A2 Reading Reflections & Synchronous Discussions

Unit Plan Rationale

Teacher candidates will develop foundational knowledge of literacy and language instruction.

ILA 1 A1, A2, B2, C1, C2

Reading Reflections

Unit Plan Rationale

Ethnography & Tutoring Project

Teacher candidates will demonstrate understandings of learner development and individual learning differences.

CEC 1 A1, B1, B2, C2 Unit Plan Rationale


Teacher candidates will plan for, implement, and manage standards-based ESL, literacy, and content

TESOL 3.a, 3.b, 3.c

A1, A2, B2, C1 Literacy Unit Plan

Curriculum Adaptation

instruction while using resources and technology effectively, including the effective evaluation of materials.

ILA 2

Teacher candidates will commit to supporting the varying and diverse needs of students.

ILA 4

CEC 1

B2 Literacy Unit Plan

Curriculum Adaptation Teacher candidates will commit to professional development, partnerships, and advocacy.

TESOL 5.b

ILA 6

CEC 6

B3 Membership in Professional Societies

COURSE GRADING PROCEDURESGrading scale is based on percentage of total points earned:95-100 A90-94 A-87-89 B+83-86 B80-82 B-77-79 C+Below 76

E

Note: This course can only be used toward TESOL supplemental certification if you attain a B- or better.Note: Rounding standards will be used to determine final grades.

ASSIGNMENT VALUE Reading Reflections- 15% Group Discussion Meetings & Summaries- 15% Ethnography & Tutoring Project- 25% Engage NY Common Core ELA Curriculum Adaptation- 20% Unit Plan- 25%

ASSIGNMENT EXPLANATIONSReading Reflections- 15%

Each week you will need to submit a 1-2 page reflection on the readings for our course. This reflection should not be a summary of the readings, but rather focus on connecting the readings and understandings to your own current or future career in education. It is important that you question and engage with the texts, that you connect themes with other texts and experiences in your own life, and reflect on how the content in these texts supports you as an educator and the future goals you have for students. You will use these reflections in your weekly group discussion meetings.

During the first week you will set up a google doc and share the link with Dr. Wight. This will allow us to have all of the reading reflections in one place, so comments and discussions are easier.

Format: Reflection papers are to be 1-2 pages, 12pt font, Times New Roman, double spaced.

3 2 1Understanding of Content

Reflection demonstrates a meaningful understanding of the extensive content explored in the week’s readings.

Reflection demonstrates some understanding of the texts.

Reflection demonstrates surface level understandings of the text. Further exploration is necessary to understand the heart of the material.

Connections to the Texts

Strong connections are made between texts, to one’s own life

Some connections are made, but development of

Minimal connections are made. Reflection is mostly a summary

and experiences, and/or to other aspects.

connections could be better. of readings.

Connection to current or future students

Reflection demonstrates passionate thinking about the success of current and future students. Writing demonstrates meaningful impact of texts on learning environments and practice.

Some connection is made to current or future students with some connection to relevance of texts on learning environments and practice.

Minimal connection to current or future students.

Overall: Grammar & Spelling

Consistently grammatically correct with few to no misspellings

Mostly uses correct grammar and spelling with minimal errors


Any category can receive a score of 0 if deemed that poor or not completed.

Weekly Group Discussion Meetings and Summaries- 15% Each week you will be responsible for meeting with your assigned group for a ½-1 hour synchronous

meeting. Meetings can be conducted online using Google Hangouts or in person based on group preference.

During the first week, I will check in with the group via Skype or Google Hangout. I will additionally request to be included in group discussions randomly throughout the semester.

Prior to your meeting: o You will need to read the week’s texts and write your individual reading reflection. o You should each prepare 1-2 questions to use to facilitate your discussion weekly.

During Group Meeting: o Using your reading reflection and prepared questions, your group will discuss the week’s topic

and readings in connection to your own personal experiences, outsides texts, questions that emerge, etc. Allow the discussion to fit the needs and interest of your group while exploring at a deeper level the week’s topic.

o Spend the last 5-10 minutes of each meeting creating a post on the discussion forum that summarizes what your group discussed. Be detailed, informative, and insightful. These postings will be the basis for this score.

Group summaries need to be posted within 24 hours of your group meeting Group summaries need to include names of those present at the meeting

Additional Information: o If one or more students have an issue meeting with their group during their scheduled time, it is

the responsibility of the group to find another convenient time or for that student to check the meeting times of the other groups and temporarily join that group for that week’s meeting.

ATTENDANCE AT WEEKLY MEETINGS IS MANDATORY! It is impossible to have meaningful discussions and expand your understandings of the course content if you are not discussing these topics with your colleagues.

It is the responsibility of the group to alert the professor if a member is not attending or if their participation within the group is harmful to the learning community.

Individuals who do not attend meetings will lose points on their score. 3 2 1

Task Summaries were posted weekly and fulfilled the expectations of the assignment.

Missing 1-2 summaries and/or summaries do not meet the expectations of the assignment.

Missing 3-4 summaries and/or summaries routinely did not meet the expectations of the assignment.

Understanding of Content Summaries demonstrates a meaningful understanding of the extensive content explored in the week’s readings.

Summaries demonstrates some understanding of the texts.

Summaries demonstrates surface level understandings of the text. Further exploration is necessary to understand the heart of the material.

Connections to the Texts Strong connections are made between texts, to one’s own

Some connections are made, but development of

Minimal connections are made. Summaries are mostly a

life and experiences, and/or to other aspects.

connections could be better. summary of readings.

Insights Available Summaries of discussions demonstrate insightful thoughts occurred and demonstrate a deepening of understandings of the different texts and topics.

Summaries of discussions demonstrate somewhat insightful thoughts occurred.

Summaries of discussions demonstrate a lack of insightful conversation occurring.

Overall: Grammar & Spelling Consistently grammatically correct with few to no misspellings



Ethnography/Tutoring Project- 25% Make sure to set up your tutoring location quickly in the beginning of the semester to stay on track for

project completion. Tutoring:

o You will need to complete 10 hours minimum of tutoring and/or working with an English Language Learner.

o Make sure to create a log of hours to have either the parent, superior, or teacher sign to verify your hours. This will be due with your project.

o Potential Places to Contact TESOL professional in a school or district you are familiar with. This person might be in

need to support in their classroom or tutoring for a specific student. Speech Buddy at SUNY Geneseo with the ESL program. More information available at:

http://www.geneseo.edu/esl/speech_buddies A valuable resource is Mary’s Place Outreach in Rochester (585-270-8626). They work

with ELLs from various contexts and you can contact them to work as an intern. Please be upfront about the hours you are willing to provide as they might be looking for more long-term volunteers. While you need to complete 10 hours for our course, they are a wonderful organization that you might find you would like to continue supporting.

Ethnography Write Upo In general, educators who know their students in-depth are best prepared to meet their specific

needs. You will conduct a mini ethnographic study of the student you work with. Remember people first language and to never take a deficit view of this learner. There might be gaps in his/her knowledge, but that is the very definition of a learner! Write in terms of achievements and goals for the future!

o Make sure to use pseudonyms for all information! o This write up needs to include:

Personal history (age, age when they began learning English, family details, living circumstances, entrance to US if applicable, etc.)

Academic history (years of schooling, schooling that has occurred in English, coursework, thoughts from his/her teacher if appropriate, etc.)

Academic support you provided to the student (activities that were beneficial, activities that were not beneficial, goals for future learning- particularly in literacy skills, etc.)

Make sure these are strongly connected to recent research and course texts using citations

Recommendations for future learning (English language acquisition, content knowledge, literacy skills, etc.)

Make sure these are strongly connected to recent research and course textso Format: This paper must be 3-4 pages in length and follow APA 6th ed. conventions, including 12

point font and double spaced. You do not need an abstract. Presentation

http://www.geneseo.edu/esl/speech_buddies

o You will need to create a 5 minute presentation that is a summary of your write up in order to inform your classmates about what you learned during this project. I suggest using screencast-o-matic and creating a screencast presentation with you voice and a PPT. You are to post this presentation to Mycourses. You can create a screencast, a video, etc. For the following week, you will need to view your classmates’ presentations and leave feedback on their presentation.

3 2 1Tutoring Hours completed

& PreparationAll hours completed. Spent time preparing well and planned sessions with recent research, course texts, and best practices in mind.

All hours completed. Spent some time preparing for sessions, but could have connected better to best practices.

Completed some but not all hours. And/or did not spend preparation time well.

Ethnographic Write-upPersonal & Academic

History

Thoughtful analysis of student’s personal and academic history in connection to current learning goals.

Some thoughtful details of personal and academic history provided but minimal connection to current learning goals made.

Minimal details provided regarding student’s personal and academic history.

Ethnographic Write-upAcademic Support

Thoughtful analysis of academic support provided. Strongly connected to recent research, course texts, and best practices. Provides details regarding what helped student and what would be changed in the future.

Somewhat thoughtful analysis of academic support provided. Some connections made to recent research, course texts, and best practices. Some details regarding what helped student and what would be changed were provided.

Analysis of academic supports provided was lacking in connections to recent research, course texts, and best practices. Minimal insights were provided.

Ethnographic Write-upRecommendations

Recommendations for future support of the student is detailed and thoughtful with strong connection to research, course texts, and best practices.

Some recommendations are provided with some connections to research, course texts, and best practices. Connections could have been stronger.

Some recommendations are provided. Connections to research, course texts, and best practices are minimal and uninformative.

Presentation Thoughtful presentation of important aspects that helps classmates to grow in the profession.

Presentation had some important insights, but was disorganized and/or confusing.

Basic summary with few insights provided.

Task Met all requirements of the task, include APA, page length, and criteria presented.

Missing some aspects of the task.

Task barely addressed.

Overall: Professional Voice Voice and tone enhance professional quality; field terminology is used exceptionally well to support ides; academic voice is strong and clear.

Voice and tone sound professional; appropriate field terminology is used; academic voice is used.

Voice or tone detracts from professionalism.






EngageNY Common Core ELA Curriculum Critique & Adaptation- 20% After selecting an EngageNY ELA module from the grade range of your choice, you will write a 4-5

page report, following APA 6th ed. conventions, in which you briefly describe the module you selected, present an analysis of the benefits and potential issues of the unit for English Language Leaners, and describe research-based adaptations recommended to make the unit better for ELLs. Your analysis will need to include the following:

o Description of the module chosen (grade level, why you selected this module, what are the goals of this unit, what literacy skills and content knowledge are addressed in this unit, what language skills are necessary to be successful in this unit, etc.)

You must discuss the language skills, cultural knowledge, and literacy skills needed prior to the start of this unit for a student to be a successful learner in this unit

o Discuss benefits and potential issues of this unit in terms of literacy skills, content knowledge, and language acquisition. At least 5 benefits and 5 concerns must be discussed.

This section must strongly connect to course texts, recent research, and best practices! o Recommendations of research-based adaptations in order to make this unit more meaningful

for ELLs, and potentially for all learners. Must make at least 5 recommendations. Make sure to describe the recommendation in detail, explaining specifically how it

was, what you would alter, why, and how this would improve the unit plan. These recommendations need to be strongly connected to course texts, recent

research, and best practices. Format: This paper must be 4-5 pages in length and follow APA 6th ed. conventions, including 12

point font and double spaced. You do not need an abstract. Once you have completed your detailed analysis, you will need to create a chart that outlines the

following components in a concise 1 page manner. This chart will be included in your analysis write-up as well as an individual document that you will post to the discussion forum with the module you analyzed so that others might use your insights if they use the same module with their future students.

o Components: Language, literacy and content skills required as prior knowledge required of the

module Benefits of the module (Supported with citations) Areas of potential issue (Supported with citations) Recommendations for alterations to module (Supported with citations)

3 2 1Description of Module

ChosenDescription of choice of module is informative and insightful. Discusses literacy, content knowledge, and language acquisition required by unit.

Description of choice of module is somewhat informative and insightful. Discusses some aspects literacy, content knowledge, and language acquisition required by unit.

Description of choice of module is lacking insight. Minimal connections to literacy, content knowledge, and language acquisition provided.

Analysis of Benefits & Potential Issues

Thoughtful analysis of benefits and issues in the unit in terms of literacy, language acquisition, and content knowledge. Strong connection to research, course texts, and best practices.

Somewhat thoughtful analysis, but missing literacy, language acquisition, or content knowledge discussion. Some connection to research, course texts, and best practices are made.

Analysis provided was lacking in connections to recent research, course texts, and best practices. Minimal insights were provided.

Recommendations Recommendations for use of unit with ELLs are well detailed and thoughtful with strong connection to research, course texts, and best practices.

Some recommendations are provided with some connections to research, course texts, and best practices. Connections could have been stronger.

Some recommendations are provided. Connections to research, course texts, and best practices are minimal and uninformative.

Summary Chart Summary chart is insightful, condensed version of analysis provided to classmates to support their use of future modules.

Summary chart is a somewhat insightful, condensed version of analysis provided to classmates to support their use of future modules.

Summary chart is missing components and/or is not an insightful support for future use by their classmates.

Task Met all requirements of the task, include APA, page length, and criteria presented.

Missing some aspects of the task. Task barely addressed.

Overall: Professional Voice and tone enhance Voice and tone sound Voice or tone detracts from

Voice professional quality; field terminology is used exceptionally well to support ides; academic voice is strong and clear.

professional; appropriate field terminology is used; academic voice is used.

professionalism.




Errors in spelling and grammar highly evident


Unit Plan- 25% For this unit plan, you will be creating a 10 day unit plan to support a class of transitioning

(intermediate) students at the grade level of your choice. You may manipulate the timing of the unit to fit your needs (e.g. a 7.5 day block schedule unit). This unit needs to be unique to this course (you cannot use a unit plan you had previously created) and focus on develop literacy skills and language acquisition. Remember, as language teachers, we teach language through content, meaning you must align your unit with standards aligned content as well. The topic of your study is up to you, but must align with content standards that students would be studying in other classes with the main focus being language and literacy development.

You will need to post the link for your unit plan to the discussion forum. See further explanation in Unit Plan Outline and model assignment on my courses. You will be assessed according to the following rubric:

3 2 1Alignment Standards, Objectives, and Assessments are

well aligned, creating a purposeful unit where a picture of student learning can emerge.

Standards, Objectives, and Assessments are somewhat aligned.

Standards, Objectives, and Assessments are not aligned.

Unit Objectives Unit objective are written in terms of what students will be able to do and are measurable in nature. Provide a complete picture of what students should be able to do after instruction and learning.

Provide an incomplete picture of expected student learning. Some may not be written in terms of measurable behavior.

Objectives are not written in terms of measurable behavior.

Unit Standards(TESOL Standard 3.a; 3.b)

Standards and performance indicators are well chosen to align to overall unit. Explanation of standards chosen is insightful.

Standards and performance indicators are somewhat well chosen to align to overall unit. Explanation of standards chosen is somewhat insightful.

Standards and performance indicators are poorly chosen to align to overall unit. Explanation of chosen standards and performance indicators is confusing.

Unit Plan Outline(TESOL Standard 3.a)

Outline is well organized and thoughtful in explaining overall purpose of unit plan. Analysis of different components are clear and insightful.

Outline is somewhat well organized and thoughtful in explaining overall purpose of unit plan. Analysis of different components are somewhat clear and insightful.

Outline is confusing. Components required are missing.

Assessment (TESOL Standards 4.b and 4.c)

Assessments of proficiency (content, language, and literacy) within the unit plan provide clear information about student capabilities and provide information as to students’ abilities in terms of meeting standards and unit objectives. Feedback to students is meaningful.

Assessments of proficiency (content, language, and literacy) within the unit plan provide some information about student capabilities and provide some information as to students’ abilities in terms of meeting standards and unit objectives. Feedback to students is somewhat meaningful.

Assessments of proficiency (content, language, and literacy) within the unit plan provide little to no clear information about student capabilities and provide information as to students’ abilities in terms of meeting standards and unit objectives. Feedback to students is lacking.

Literacy Skills Literacy skills are well addressed in various, engaging, and appropriate ways throughout the unit to support acquisition by ELLs and is well aligned to objectives, standards, unit assessments, and content.

Literacy skills are somewhat well addressed in different ways throughout the unit to support acquisition by ELLs, but could be better incorporated and aligned to content, standards, unit assessments, and/or objectives.

Literacy skills are poorly addressed and lacks any alignment to content, standards, unit assessments, and/or objectives.

Language & Cultural Skills

Language and cultural skills are well addressed in various, engaging, and appropriate ways throughout the unit to support acquisition by ELLs and is well aligned to objectives, standards, unit

Language and cultural skills are somewhat well addressed in different ways throughout the unit to support acquisition by ELLs, but could be better incorporated and

Language and cultural skills are poorly addressed and lacks any alignment to content, standards, unit assessments, and/or objectives.

assessments, and content. aligned to content, standards, unit assessments, and/or objectives.

Differentiation of Instruction (TESOL Standard 3.a)

Uses varied strategies to cover material. Engaging for students. Justification demonstrates understanding of how to alter unit plan based on individual needs of learners.

Some variation among strategies to cover material.

Does not make the material engaging or relatable to students. Most material is presented in the same manner, not sufficiently meeting the varied needs of learners.

Daily Lesson Plans & Materials

Well created to meet goals of unit objectives and standards, and prepare students for the assessments throughout the unit.

Somewhat well developed to meet unit objectives and standards and prepare students for assessments, but unclear at times.

Poorly developed to meet unit objectives and/or standards. Students are not prepared throughout daily lesson plans to be assessed.

Lesson Materials Materials are complete and appropriate for each stage of the unit plan. They are high quality and appropriate to use in a classroom. If adapted from a book or online materials, they are properly citer.

Materials are mostly complete and appropriate for each stage of the unit plan, but lack full development. They are of decent quality and somewhat appropriate to use in a classroom. If adapted form a book or online materials, they are cited, though citation may not be complete.

Materials are only partially complete and/or inappropriate for the unit plan and lack full development. They are lower in quality and not always appropriate to use in a classroom. If adapted from a book or online materials, they are cited incorrectly or not cited at all.

Unit Plan Rationale

A thorough rationale is provided for the unit plan. The justifications for objectives, standards, content topic, literacy and language skills, and assessments are clear and well throughout out.

Rationale for the unit plan is present, but lacks full development of concept or thought. The justifications for objectives standards, content topic, literacy and language skills, and assessments are only somewhat clear, but could be better developed.

Rationale for the unit plan is superficial. The justifications for objectives, standards, content topic, literacy and language skills, and assessments are not clear and minimally developed.

Unit Plan- Link to Theory & Research

Discussion of rational include theory and research of methods and best practices for instructing ELLs. Properly cites textbook and resources as well as additional outside sources.

Discussion of rationale includes minimal grounding in theory and research of methods and best practices for instructing ELLs. Cites textbooks and resources as well as additional outside sources used, but has errors.

Discussion of rationale does not include a clear link to theory or research. Citation of sources is incomplete or nonexistent.

Clarity & Mechanics

Assignment is written in a mostly clear and concise manner. Writing has a few grammar and spelling errors.

Assignment is written in a somewhat unclear or difficult manner to read. Assignment is unorganized. Writing has grammar and spelling errors.


COURSE SCHEDULEAll due dates are for the date listed by 11:59pm ESTGroup Summaries are to be posted weekly to discussion board 24 hours after group meeting occurs

Week: Topic Monday Tuesday Wednesday Thursday Friday1

8/29-9/3Introduction to the

Course Review syllabus, watch

explanation video & take quiz Complete weekly Schedule Complete “Getting to know you”

forum Purchase course texts (Make sure

they arrive by end of this week) Set up a google doc and share the

link with Dr. Wight (You will post weekly reflections here)

Respond to postings of at least 3 classmates on “Getting to know you” forum

Watch video explanation of Ethnography/ Tutoring Project

29/4-9/10

NYS Policies & Standards Lau v. Nichols Blueprint for ELLS &

CR Part 154 NYSED Webpage

Watch Reading Explanation Video Read: Packet of NYS Policies and

Standards

Reading reflection Due Find location to complete 10 hours of tutoring for Ethnography Project

Email location to Dr. Wight

39/11-9/17

NYS Policies & Standards ELL Screening, ID &

Placement ENL Standards

Watch Reading Explanation Video Read: Packet of NYS Policies and

Standards

Reading reflection Due Have completed at least 2 hours of tutoring

49/18-9/24

Literacy & Language Acquisition & Development

Communicative Competence

Language Acquisition & Development

Watch Reading Explanation videoRead: Canale & Swain (1980)-

Communicative Approaches (Dense chapter, but a canonical piece in the field)

Chapters 1 & 2- Echevarría & Graves


59/25-10/1


Literacy Development

Watch Reading Explanation video Read: Chapters 1, 2, & 3- Cloud,

Genesee, & Hamayan


610/2-10/8


Language Acquisition & Learning Disabilities

Watch Reading Explanation video Read: NYSED (2014)- Special Education

Field Advisory Klinger, Hoove & Baca (2008)- C1

& C2 Farnsworth (2016) Article


710/9-10/15


Mid-Semester Break Mid-Semester Break Have completed all 10 hours of tutoring

Rough Draft of Ethnography/Tutoring Project Due

810/16-10/22

Language & Literacy Instruction

SIOP Model Learning Strategies Differentiated

Instruction

Watch Reading Explanation videoRead: Chapters 3, 6 & 7- Echevarría &

Graves

Reading reflection Due Final Draft of Ethnography/ Tutoring Project Due

Video Presentation of Ethnography/Tutoring Project Due to Discussion Forum

910/23-10/29


Objectives Culture

Watch Reading Explanation videoRead:

Chapters 4 & 5- Echevarría & Graves

Reading reflection Due Watch video explanation on Module Adaptation Project and begin working

Watch and respond to at least 3 classmate’s videos on ethnography/tutoring project

1010/30-11/5


Literacy Skills for ELLs

Watch Reading Explanation video Read: Chapters 4, 5 & 6- Cloud,

Genesee, & Hamayan Boyd- Bastone (2013) – Five

Strategies to help beginning ELLs meet the Common Core

Reading reflection Due

1111/6-11/12

Language & Literacy Instruction and

Assessment Content Based

Language Teaching

Watch Reading Explanation videoRead: Celce-Murcia, Brinton & Snow

(2014)- Chapter 28 O’Malley & Valdez-Pierce (1996)-

Chapter 7 Coombe, Folse, & Hubley (2007)-

Chapter 10

Reading reflection Due Rough Draft of Module Adaptation Due

1211/13-11/19


Assessment Listening &

Speaking

Watch Reading Explanation videoRead: Brown & Lee (2015)- Chapter 15

& 16 Coombe, Folse, & Hubley (2007)-

Chapter 5 & 6

Reading Reflection Due Final Draft of Module Adaptation Due

Summary Chart and Link posted to Discussion Forum

1311/20-11/26

Unit Plan Watch video explanation on Unit Plan Project and begin working

Thanksgiving break Thanksgiving Break

Thanksgiving Break

1411/27-12/3


Assessment Reading & Writing

Watch Reading Explanation videoRead: Brown & Lee (2015)- Chapter 17

& 18 Coombe, Folse, & Hubley (2007)-

Chapter 3 & 4

Reading reflection Due

15 Language & Literacy Watch Reading Explanation video Reading reflection Due Rough Draft of Unit Plan

12/4-12/10 Instruction and Assessment

Co-Teaching Strategies

Read: Shumway, Gallo, Dickson, &

Gobbs (2011)- Co-teaching Handbook

Due

1612/11-12/16

Unit Plan (No new readings) Final Unit Plan Due

Complete course Surveys

References (Course Readings)Boyd-Batstone, P. (2013). Five strategies to help beginning ELLs meet the common core. Eye on Education. Retrieved

from http://www.catskillcsd.org/documents/Boyd-Batstone_ELLs.pdf

Brown, H. D. & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). White

Plains, NY: Pearson.

Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and

testing. Applied Linguistics, 1, 1-47.

Celce-Murcia, M., Brinton, D.M., Snow, M. A. (2014). Teaching English as a second or foreign language (4th ed.).

Boston, MA: National Geographic Learning.

Cloud, N., Genesee, F., Hamayan, E. (2009). Literacy instruction for English language learners: A Teacher’s guide to

research-based practices. Portsmouth, NH: Heinemann.

Coombe, C., Folse, K., & Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. Ann Arbor:

University of Michigan Press.

Echevarría, J. & Graves, A. (2015). Sheltered content instruction: Teaching English learners with diverse abilities (5th

ed.). Boston: Pearson.

Farnsworth, M. (2016). Differentiating second language acquisition from specific learning disability: An observational

tool assessing dual language learners’ pragmatic competence. Young Exceptional Children.

http://dx.doi.org/10.1177/1096250615621356.

Klingner, J.K., Hoover, J.J., & Baca, L.M. (2008). Why do English language learners struggle with reading?:

Distinguishing language acquisition from learning disabilities. Thousand Oaks, CA: Corwin Press.

New York State Department of Education (NYSED). (2016). Office of Bilingual Education and World Languages.

Retrieved from http://www.p12.nysed.gov/biling/.

O’Malley, J.M., & Valdez Pierce, L. (1996). Authentic Assessment for English Language Learners: Practical Approaches

for Teachers. United States: Longman.

Shumway, L.K., Galo, G., Dickson, S., & Gibbs, J. (2011). Co-teaching Handbook: Utah Guidelines. Utah: Utah State Office of Education.

http://www.p12.nysed.gov/biling/

COURSE POLICIES

SOE Policies and SupportsCertification Exam Statement: The New York State Teacher Certification Examinations™ (NYSTCE®) address New York Education Law and Commissioner's Regulations, which require prospective New York State educators to pass designated tests as a requirement for receiving state certification.Please refer to the NYSED website http://www.nystce.nesinc.com/index.asp for the most currentinformation on testing requirements.

Disclaimer Statement: National Accreditation: The Ella Cline Shear School of Education (SOE) is accredited by NCATE. In the future we will seek to continue our national accreditation for our programs through the Council for the Accreditation of Educator Preparation (CAEP). Part of this accreditation process includes reviews of samples of teacher candidates' course work by professional societies and the CAEP Board of Examiners. Therefore, your course work may be selected and used as examples to demonstrate that the learning outcomes are being addressed and achieved in this course.Please be advised that to ensure your privacy, when possible, names will be removed from the selected work. Please note that we cannot modify work uploaded into Taskstream. If you want your name removed from your work you will need to remove it from the document(s) prior to submission into Taskstream. If you do not wish to participate in this process, please state your intent in writing to your professor or supervisor.

Key Assignments Statement: Please note that certain assignments are considered "key assignments" for School of Education teacher education candidates. These assignments must be completed at an acceptable level as per the CAEP/NCATE Rubric in order to pass the course. There is no key assignment in this class.

Students with Disabilities Statement: SUNY Geneseo will make reasonable accommodations for persons with documented physical, emotional, or cognitive disabilities. Accommodations will also be made for medical conditions related to pregnancy or parenting. Students should contact Dean Buggie‐Hunt in the Office of Disability Services ([email protected] or 585-245‐5112) and their faculty to discuss needed accommodations as early as possible in the semester.

Course Policies and SupportsInstructor Contact & Response Time: This course is an asynchronous and synchronous learning environment, which means that learning is done at your own pace through the readings, assignments, and videos provided as well as synchronously during your weekly meetings. This does not mean the instructor is unavailable to you. On the contrary, Dr. Wight is highly available to meet to discuss course content based on your schedule. She lives in Rochester and is happy to meet in person or via Skype. She will respond to emails within 24 hours during the week and 48 hours during weekends and holidays. In previous semesters, she has created additional videos, explanations, summaries, etc. based on student inquiries. Do NOT hesitate to contact her with any and all inquiries! She will endeavor to grade and return all assignments within 3 days (72 hours) of due date. “People First” Language: All references to individuals with disabilities should address the child or adult first, and not the disability or difference. For example, use “child with autism,” or “adult with a disability.” Do not use “mentally retarded”; the federal, state, and politically correct terminology is “intellectual disability”.

Computer Issues: As this is an online course, access to reliable internet and computer is required. You are still responsible for work completion regardless of technological failures. The library on campus has available technology if necessary.

Workload: For students to be academically successful in this course, 3 hours of work per week during the course as well as the 1 hour synchronous group meeting. Additional time might be necessary based on individual student need. Students should expect to spend adequate time in reading, researching, writing,

mailto:([email protected]

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working on projects, preparing homework and for exams. This is an independent learning environment that is rigorous and challenging and requires self-motivation and determination in order to be successful.

Due Dates: All work is due on the date assigned in the calendar by 11:59pm EST.

Late Work/Missing Work: All work is to be submitted on time. Late work will result in a loss of credit towards the assignment unless prior arrangements have been made with the instructor. Any missing work will drop your grade according to the percentage it is worth.

Required Readings: There are a variety of required readings that are key to your successful completion of the course, development of required understanding and skills to be a successful teacher of students who are English language learners. Don’t hesitate to contact me if you have questions on the readings.

Writing Learning Center. Experienced student writers in the Writing Learning Center provide advice and writing assistance. Appointments are available. The Writing Learning Center has two locations, one primarily for visits by appointment and one for drop-in visits. Please see http://www.geneseo.edu/english/writing_center for more details or to schedule an appointment.

Library Research Help: If you need assistance finding information for this assignment, Milne Librarians may be able to help. You can speak with the reference librarian on duty between 10am and closing time most days (ask for help at the service desk) or chat with a librarian online by clicking the "chat with a Librarian" button on the library website (http://www.geneseo.edu/library).

Assistance with Assignments. If you have questions regarding an assignment or feel that the directions are ambiguous, please contact me to set up an appointment to discuss your concern. Please note that any questions pertaining to a particular assignment should be addressed well in advance of the due date. Please do not expect to engage in detailed discussions about any assignment the day before it is due. Please come prepared with specific questions about the assignment on which you are working. The earlier you discuss your draft with me, the more extensive the feedback. Under no circumstances should feedback given be construed as what is needed to do to get an “A” on a given assignment. Feedback will provide clarification to questions or point out glaring omissions in the assignment requirements.

Academic Dishonesty & Plagiarism: SUNY Geneseo has a responsibility to promote academic honesty and integrity. Students are responsible for the honest completion and representation of their work, for appropriate citation of sources, and for respect for others’ academic endeavors. By placing their name on academic work, students certify the originality of all work not otherwise identified by appropriate acknowledgements. Plagiarism, cheating and other incidents of academic dishonesty will result in an automatic “E” grade for the assignment and a potential “E” grade for the course. Depending on the severity of the violation, your case may also be reported for further investigation and may result in expulsion.

Plagiarism is defined by SUNY Geneseo as “the representation of someone else’s words or ideas as one’s won, or the arrangement of someone else’s material(s) as one’s own”. It consists of copying work from another source without giving proper citations. You must not copy information from printed materials, internet sources, or from the work of other students. Plagiarism also consists of using work to complete assignments in multiple courses. If you are uncertain about how to properly cite a source, consult the instructor immediately.

Any claim of ignorance of the rules of academic integrity by any student is unacceptable. For further information regarding the Academic Misconduct Policies, please go to https://www.geneseo.edu/dean_office/dishonesty

Professionalism: Since this course is a step toward a career in the education profession, students are expected to demonstrate professionalism through their appropriate ethical behavior, acceptance of constructive criticism, appropriate dress and a willingness to grow in a reflective stance toward teaching and learning. Students are

https://www.geneseo.edu/dean_office/dishonesty

http://www.geneseo.edu/library

http://www.geneseo.edu/english/writing_center

expected to participate in and promote a community of learning through their respect and tolerance for diversity in backgrounds and experiences. As education is a sensitive topic in nature (names of teachers, schools, etc.) any information shared in this classroom should be treated with that respect. Under no circumstances should individual students or teachers be identified or discussed by name when referring to the experience. (Use pseudonyms). This is the law (FERPA confidentiality – Family Educational Rights and Privacy Act). Classmates should not have to worry if what they share in our class will leave this room.

These policies will be strictly adhered to, and failure to comply will result in a referral to the Dean of the School of Education.

REPRESENTATIVE BIBLIOGRAPHY (as provided by Ella Cline Shear’s School of Education)

Au, K. & Raphael, T. (2000). Equity and literacy in the next millennium. Reading Research Quarterly, 35(1), p.170-188.

Au, K. (1998). Social constructivism and the school literacy learning of students of diverse backgrounds. Journal of Literacy Research,30(2), 297-319.

August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research & Practice, 20(1), 50-57.

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth. London: Routledge.

Baugh, J. (2004). Standard English and academic English (Dialect) learners in the African Diaspora.” Journal of English Linguistics, 32, 197- 209.

Carlo, M. S., August, D., McLaughlin, B., Snow, C., Dressler, C., Lippman, D. N., et al. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 118-215.

Celic, C. M. (2009). English language learners day by day K-6: A complete guide to literacy, content-area, and language instruction. Portsmouth, NH: Heinemann.

Collier, V.P. (1995). Acquiring a second language for school. Directions in Language & Education National Clearinghouse for Bilingual Education, 1(4). Retrieved May 1, 2007 from: http://www.ncbe.gwu.edu/ncbepubs/directions/04.htm.

Collier, V. P., & Thomas, W. P. (1989). How quickly can immigrants become proficient in school English? Journal of Educational issues of Language Minority Students, 5, 26-38.

Colombo, M. (2012). Teaching English language learners. Los Angeles, CA: Sage.Conference on English Education (2005). Supporting linguistically and diverse learners in English education.

Conference on English Education Leadership and Policy Summit. Accessed 3/08/08 at http://www.ncte.org/print.asp?id=122892&node=611

Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In Schooling and language minority students (pp. 3-49). Sacramento, CA: California Department of Education.

Cummins, J. (1989). Empowering minority students. Sacramento, CA: California Association for Bilingual Education.

Darling-Hammond, L. (1995). Inequality and access to knowledge. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of Research on Multicultural Education (pp. 465-483). New York, NY: Macmillan.

Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58 (3), 280-298.

Delpit, L, & Kilgour Dowdy, J. (Eds.).(2003). The skin that we speak: Thoughts on language and culture in the classroom. New York, NY: The New Press.

Diller, J.V., & Moule, J. (2005). Cultural competence: A primer for educators. Belmont, CA: Thomson Wadsworth.

Echevarria, J., & Vogt, M.E. (2011). Response to intervention (RTI) and English learners: Making it happen. Boston, MA: Pearson.

Freeman, Y.S., & Freeman, D.E. (2009). Academic language for English language learners and struggling readers: How to help students succeed across content areas. Portsmouth, NH: Heinemann.

Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, & Practice. New York, NY: Teachers College Press.

Gee, J.P. (1989). Literacy, discourse, and linguistics: Introduction. Journal of Education, 171(1), 5-17. Graves, A. W., Gersten, R., & Haager, D. (2004). Literacy instruction in multiple-language first-grade

classrooms: Linking student outcomes to observed instructional practice. Learning Disabilities Research & Practice, 19, 262-272.

Gunderson, L., D’Silva, R.A., Odo, D.M. (2014). ESL (ELL) literacy instruction: A guidebook to theory and practice. New York, NY: Routledge.

Hill, C., & Parry, K. (1992). The test at the gate: Models of literacy in reading assessment. TESOL Quarterly, 26, 433-461.

Hollingsworth, J., & Ybarra, S. (2014). Explicit direct instruction for English learners. Thousand Oaks, CA: Corwin Press.

Kauffman, D. (2007). What's different about teaching reading to students learning English? Washington, DC: Center for Applied Linguistics.

Kersaint, G., Thompson, D.R. & Petkova, M. (2013). Teaching mathematics to English language learners (2nd ed.). New York, NY: Routledge.

Klingner, J., & Artiles, A. J. (Eds.). (2006). English language learners struggling to learn to read: Emergent scholarship on linguistic differences and learning disabilities. Journal of Learning Disabilities, 39, 99-156; 386-398.

Klingner, J.K., Hoover, J.J., & Baca, L.M. (2008). Why do English language learners struggle with reading? Distinguishing language acquisition from learning disabilities.

Ladson-Billings, G. (1992). Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. Theory into Practice, 31(4), 312- 320.

Lesaux, N. K. (2006). Building a consensus: Future directions for research on English language learners at risk for learning difficulties. Teachers College Record, 108, 2406-2438.

Lesaux, N. K., & Siegel, L. S. (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39, 1005-1019.

McIntyre, E., Kyle, D.W., Chen, C-T., Kraemer, J., & Parr, J. (2009). 6 principles for teaching English language learners in all classrooms. Thousand Oaks, CA: Corwin Press.

Minskoff, E. (2005). Teaching reading to struggling learners. Baltimore: Paul H. Brookes Publishing Co.National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific

research literature on reading and its implications for reading instruction. Bethesda, MD: NIH Press.Purcell-Gates, V. (1995). Other people’s words: The cycle of low literacy. Cambridge, MA: Harvard University

Press. Sox, A., & Rubinstein-Avila, E. (2009). WebQuests for English-Language Learners: Essential Elements for

Design. Journal of Adolescent & Adult Literacy, 53(1), 38-48.Stuart, M. (1999). Getting ready for reading: Early phoneme awareness and phonics teaching improves reading

and spelling in inner-city second language learners. British Journal of Educational Psychology, 69, 587-605.

Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening: Metacognition in action. New York, NY: Routledge.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. and Trans.). Cambridge, MA: Harvard University.

Willis, A. & Harris, V. (2000). Political acts: Literacy learning and teaching. Reading Research Quarterly, (35)1, 72-88.

WEBLIOGRAPHY Center for Applied Special Technologies: www.cast.org Iris Center at Vanderbilt: http://iris.peabody.vanderbilt.edu/ PBS Learning Media: Multiple Literacies, Common Core Lesson Plans http://vitalny.pbslearningmedia.org/ NCELA: The National Clearinghouse for English Language Acquisition http://www.ncela.gwu.edu/ NCELA: New York State’s Title 3 Resource Page (Regulations and Standards)

http://www.ncela.gwu.edu/t3sis/state/newyork/ Teachers Domain (PBS TEACHER SITE) http://www.teachersdomain.org NYCPL gallery http://www.digitalgallery.nypl.org/nypldigital/index.cfm ELL LIBRARY of MEDIA http://www.learner.org/workshops/readingk2/session2/wtv1.html Stanford Public video library http://ellib.stanford.edu Colorin Colorado http://www.colorincolorado.org/ National Center for Culturally Responsive Educational Systems www.nccrest.org

http://www.nccrest.org/

http://www.colorincolorado.org/

http://ellib.stanford.edu/

http://www.learner.org/workshops/readingk2/session2/wtv1.html

http://www.digitalgallery.nypl.org/nypldigital/index.cfm

http://www.teachersdomain.org/

http://www.ncela.gwu.edu/t3sis/state/newyork/

http://www.ncela.gwu.edu/

http://vitalny.pbslearningmedia.org/

http://iris.peabody.vanderbilt.edu/

http://www.cast.org/

Teaching Tolerance – A project of the Southern Poverty Law Center http://www.tolerance.org/?source=redirect&url=teachingtolerance

Graduate Conceptual Framework Teacher as Accomplished Educator

IntroductionThe Graduate Conceptual Framework extends the themes of the Undergraduate Conceptual Framework: Teacher as Scholar, Teacher as Constructivist Educator, and Teacher as Reflective Practitioner. All graduate programs are designed to add content, depth, and sophistication to the knowledge gained in undergraduate education, whether at Geneseo or elsewhere. They require mastery of oral and written discourse at the professional level, as well as facility with new and innovative uses of educational technologies. All courses in the graduate programs are taught by faculty with terminal degrees or who possess substantial and relevant professional qualifications.

Programs include: Literacy (B-6 and 5-12) Early Childhood Education Adolescence Education in Social Studies, Mathematics, English, and Foreign Languages

A. Teacher as Accomplished Scholar

Graduate programs in the School of Education are designed to extend candidate’s knowledge of research, curriculum development, assessment, and pedagogical methods that reflect the latest developments in the relevant fields of study. Graduate candidates are expected to deepen their understanding of the theoretical bases of educational practice, including philosophical, psychological, and sociological theories of education; theories of learning, curriculum development, and assessment; as well as a variety of research methodologies and their theoretical assumptions.

Candidates in graduate programs will:

1. Link content, curriculum development, assessment, and pedagogy, based on the latest developments in the field

2. Interpret and evaluate educational research

B. Teacher as Accomplished Constructivist Educator

Graduate programs in the School of Education are designed to deepen candidates’ understanding of the connections between home, school, and community in order to increase their effectiveness as constructivist educators in a variety of educational settings. Extending their knowledge of student development and multiple teaching strategies, candidates in graduate programs are expected to understand how issues of social justice affect children’s learning in a variety of settings.

This entails a critical understanding of the legal status of education under local, state, and federal legislation, as well as court cases regarding, for example, literacy education, bilingual education, special education, and early childhood education, and assessment and curriculum development. Candidates also are expected to extend their understanding of the social services available to students and their parents or primary caregivers, as well as the impact of geographical location, composition of the school population, and parents’ socioeconomic status on children’s education and family and community connections with school.

Candidates are expected to be critically aware of diversity and willing to act on the issues associated with diversity that affect children’s learning in the classroom, including gender and sexual orientation, the social construction of racial and ethnic categories, special education and inclusion, socioeconomic status, and linguistic and cultural diversity. Graduate programs in the School of Education foster candidates’ understanding of the need for teachers to become advocates for the children under their care; they also provide opportunities for candidates to develop leadership skills to advocate for children’s rights in education.


1. Connect home, school, and community in the practice of education

2. Understand the theoretical basis of and implement educational practices that respect and welcome diversity

3. Develop leadership skills to advocate for children

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http://www.tolerance.org/?source=redirect&url=teachingtolerance

C. Teacher as Accomplished Reflective Practitioner

Candidates in graduate programs are expected to use tools of critical inquiry to reflect on, accurately interpret, and implement the research of others. They are expected to conduct comprehensive library research and to design innovative research-based curriculum and to apply associated pedagogies. Candidates also are expected to use their understanding of research methodologies to design and implement their own action research or ethnographic research in local schools or other educational settings.

To this end, all graduate programs in the School of Education include a component of clinical practice that involves research and the implementation of research, through innovative pedagogies, research-based design of curriculum and assessment, or the use of new technologies.


1. Link theory to practice

2. Design and implement action research or ethnographic research in local schools or other educational setting

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