Arizona State University



Arizona State University

BLE 408 SEI for Linguistically Diverse Students

3 semester hours

Course Syllabus

Professor of Record: Dr. Jeanne G. fain

E-Mail: jeanne.fain@asu.edu

Office Phone: 480-965-2777 Office: 408G

Class Time: Wednesdays Office Hours: by appointment only Class Location: Payne L1-36

In this introductory course, preservice teachers will explore, critique, and reflect on theory and teacher practice that relates to teaching children who are learning English as a second language. The purpose is to prepare teachers for ethnically diverse classrooms in which there are students learning English as a second language and meet the four major requirements for a provisional Structured English Immersion (SEI endorsement). These areas include: foundations of SEI, ELL Proficiency Standards and SEI Strategies and provides a more extensive examination of SEI methods for teaching immigrant and elementary English learners in elementary school.

Students will demonstrate sensitivity to linguistic and cultural awareness by learning to create curriculum designed to meet the individual needs of first and second language learners based on language acquisition research. In particular, we will focus on language policy at the local and national level that has brought us to current language policies. We will discuss theoretical foundations in language acquisition and content area instructional strategies. Together, we will read professional literature framing classroom discussions, which connect theory and teaching practice in the area of teaching second language learners. We will examine our classroom teaching experiences with second language learners and connect those contexts to readings from the professional literature.

Course Focus:

• How do children learn? Do ELL students learn differently? What is the role of culture, language, and identity in students’ learning?

• How do children learn/acquire a second language?

• Describe the teachers’ roles as mediators of students’ learning.

• What are the contexts that best support ELL’s students’ learning? What SEI strategies can better support ELL students’ learning within the mainstream classroom? What theories of learning inform that strategy (Benefits & Limitations of specific strategies)?

Standards-based Focus: The state of Arizona has implemented Arizona Academic Standards for K-12 students as well as Arizona Professional Teaching Standards for the preparation of K-12 teachers. This course utilizes both sets of standards in identifying course goal/objectives, course experiences, assigning course requirements, and in creating course assessments. Bold indicates congruence with Structured English Immersion Standards by the Arizona State Department of Education.

• The following list of course goals/objectives identifies which of the Arizona Professional Teaching Standards match the goal/objectives for the course:

Course Goals and Competencies

(Arizona Professional Teaching Standards related to each goal/competency are indicated in parentheses below.)

As a result of taking part in class discussions, assigned readings, and doing the course projects, students should:

• Be able to identify and assess personal ideas and philosophy in issues in language minority education (6.1, 7.2, 7.3)*

• Be able to assess the socio-political nature of language standards via the history of language policy nationally and locally (7.2, 7.3)

• Identify the research-based theories underlying teaching practice related to language minority education (7.2, 7.3, 7.4, 7.5, 8.4)

• Identify and apply the components of inquiry-based curriculum development (1.5, 1.10, 3.3, 3.10, 7.1a, 7.3, 7.5, 8.2, 8.4)

• Become familiar with current language assessment practices and issues connected to them (2.4, 8.9, 8.10)

• Develop curriculum and classroom routines based on current best practices in language minority education that facilitates English language proficiency (1.2, 1.4, 1.5, 1.8, 1.9, 2.1, 3.10, 8.1, 8.3)

• Identify and apply strategies for cooperative learning in a setting appropriate for English language learners (2.5, 2.6, 2.7, 3.8, 3.12, 8.1)

• Identify and apply ELL proficiency standards and strategies for communicative classroom processes that are consistent with the need of English language learners (1.6, 1.7, 2.4, 3.6, 3.7)

• Be able to identify approaches to reading and writing and ways in which they relate to issues of second language learning (1.6, 1.7, 2.4, 3.6, 3.7)

• Identify appropriate assessment practices used for student self-assessment including analyzing the content and the use of the SELP assessment in guiding ELL instruction (1.6, 1.7, 1.11, 2.3, 3.9, 3.15, 4.1)

• Identify and appropriate alternative assessment practices used for teacher assessment of students (1.11, 4.2, 4.3)

Course Format: The primary learning intent of this course is to facilitate your exploration of language-sensitive content teaching in a way that is personally meaningful to you. I will provide the basic framework for the course, but what you learn and how much you learn will depend on the choices you make during each class period and in your independent reading and projects.

Required Course Materials:

• Reading & Writing And learning in ESL: A Resource Book for K-12 Teachers

(Peregoy & Boyle, 2005)

• Class Readings Packet of Professional Articles (Available for purchase at Uni-Print & Design located at 710 South Forest Avenue in Tempe. The copy center’s phone number is 480-968-0799.) Or you can download articles online.

• Class participants will read and bring to class one of the following:

Going Home (1998) by Eve Bunting, Grandfather’s Journey (1993) by Allen Say,

An Mei’s Strange and Wondrous Journey (1998) by Stephan Molnar-Fenton, Marianthe’s Story: Painted Words/Spoken Moments by Aliki, Molly’s Pilgrim (1983) by Barbara Cohen or Dia’s Story Cloth by Cha (1998).

• Jimenez, Francisco (1997). The Circuit: stories from the life of a migrant child. University of New Mexcio Press. ISBN 0-8263-1797-9

• Choose one of the following: Jimenez (2002), Breaking Through 0618342486 or Ryan, Pam Muñoz. (2004). Becoming Naomi León. Scholastic Press. ISBN 0-439-26969-5 or Ryan, Pam Muñoz. (2000). Esperanza Rising. Scholastic Press. ISBN 0-439-12041-1 or Soto, Gary (2000) Baseball in April And Other Stories, 0152025677.

Course Expectations and Learning Experiences:

• The purpose of the course is to facilitate your exploration of language sensitive content teaching in a way that is personally meaningful to you. Your enrollment in the course indicates your acceptance of the course expectations and requirements as outlined in this syllabus. A class constitution defining specific expectations for a constructive learning environment will be created in class.

• Please see me after class, make an appointment, or contact me by phone or e-mail if you have any questions or concerns in regards to the expectations for this course. All work should adhere to the expectations listed in the Student Conduct Code () and the academic integrity policy that more specifically talks about plagiarism is located at:  . "Plagiarism" means using another's words, ideas, materials or work without properly acknowledging and documenting the source. Students are responsible for knowing the rules governing the use of another's work or materials and for acknowledging and documenting the source appropriately.

• All cell phones should be turned off during class. No text messaging will be tolerated during class.

Participation and Attendance:

• Participation and attendance are essential and mandatory in this course. Each person’s unique responses and insights help our class to reflect and grow as learners in new ways. While participation styles will vary, preparation for and active participation in class and small group discussions are essential to the learning process. Active, constructive, and professional participation will require reading the text, articles, and books for small group discussions as well as preparing for discussion by constructively reflecting on your thoughts and connections about your reading. Reading, writing, and sharing in small groups or with the whole class helps create and sustain our community of learners. Attendance will be taken.

• More than one absence, habitual tardiness (more than two), and/or leaving early will lower your final grade at least one letter grade. It is a requirement that if you must miss a class session that you make arrangements to talk with me before our regular class sessions or email me about your reason for the absence and your plans for keeping up with the work for the course. Late assignments will not be accepted.

• Class Readings Packet of Professional Articles: It is required that you do all of the readings assigned on the readings list and take notes in a way that is comfortable and effective for you. The extent to which you analyze your reading (that is to say, beyond underlying or highlighting) will show the initiative to do exemplary work. I am available to you if you need additional support so that you can get the most out of your course readings.

• Reflection Journal: Due: Sept. 7th, Oct. 19th, Nov. 23rd

Reflection and response are integral elements in learning, and your reflections on your readings provide you an opportunity to interact, respond, analyze, question or comment individually and informally in writing about your reading related to this course.

Prior to each class session you need to choose how you will reflect in a written

form upon one of the scheduled readings as you prepare for the class discussion of the readings.

You could choose to have a written dialogue with a peer from this course via email and print out the discussion to turn into me. Or have a discussion with a group of colleagues and take notes on the discussion. You could use major quotes from the readings and reflect upon those in you reflection journal. Entries could include sketches, visual diagrams, graphic organizers, etc. Think about the format that is meaningful to you. Be sure that you do not summarize. Instead, synthesize your understandings from the readings. In order to write these reflections, you will need to complete the readings prior to each class period. Occasionally, an assignment will be given to complete at home.

• Resource Portfolio: Due Nov. 13th: The purpose of this portfolio is to gather and organize all the materials from this class. In organizing your portfolio, think about how you will best be able to use this resource when you are teaching. Your portfolio can include outside resources and personal class or project notes that you feel will be helpful to you in the future. Include a table of contents page so that you will have easy access later. (See the attached list of course requirements for a full description.)

• Reflections from Literature Circles: Due: Sept. 28th & Oct. 26th & Nov. 9th

You are required to read two novels and one picture book listed in the Required Course Materials section of the syllabus and discuss in class. You will be responsible for participating in three literature circles by being prepared for

each discussion. Guidelines and graphic organizers for these discussions will be

provided in class. In your portfolio, include the class reflections that explain

your insights and perspectives connected to the children’s literature discussed.

• Pal Logs: Collected four times during the semester. Dates will be determined in class. You are required to read books connected to issues of language & respond creatively to a young child from an East Phoenix elementary school. A letter format is required and connections to the books are important to include within the letter.

• Case Study: Major Classroom Inquiry Project: Nov. 30th

This engagement is an opportunity for you to extensively and intensively work with a second language learner within your internship. Choosing a student is integral to passing this course. You will need to speak with your interning teacher and ask him/her about which students are second language learners, and which students attend school regularly. Before you choose a student, take some time to observe the class and interact with all the students. You will be spending a lot of time with this student and you will need to be able to create a rapport with the student.

• Once you have chosen a student, the four assignments that follow will allow you to gain an understanding about this individual second language learner. The assignments will focus on:

• how this second language learner learns

• how this child is acquiring her/his second language

• what role the teacher plans in this child’s learning

• what strategies best support this child’s learning

• You will first observe the child in various settings, get to know the child personally through an interview, and create two small group content lessons for the child that is aligned with best teaching practices from the professional research. The framework for the lessons will be shared with you in class. There will be mini-due dates for your case study for a few reasons: to collaboratively work with peers and the instructor, to satisfy any issues or problems that you may encounter, and then break the workload into several manageable steps.

• Classroom Description and Student Biography: Sept. 21st

• For this assignment you will collect and type up the following information about the class in which you are interning and the student you have chosen for your case study:

• The classroom:

• What languages are spoken in the classroom? Written? Read? During what times?

• How is cultural diversity addressed in the classroom?

• How are elements of community and parental involvement addressed in your classroom?

• The student:

• What does the student feel are her/his strengths? Areas for improvement? (Ask the student!)

• What language does the student use in class? In social settings? At home?

• How does the child participate in school?

• Are there issues that this second language learner, as an individual, is facing in the classroom? (For example, the student may forget to bring her glasses to school.)

• What information do you have about the student’s family? For example, have they recently moved, or is there a shift in the family dynamics?

• How does the student’s family support her/his efforts in school?

• *Note: Please use discretion in this area. This information is confidential and must not be shared with others. As an educator, it is your job to obtain as much information about a student as possible, by employing sensitivity. Any information obtained will not be released to other parties, and will remain confidential. You may want to discuss with your mentor teacher whether a pseudonym should be used when referring to the child.

• Field Note Journal: Sept. 28th & Oct. 26th & Nov. 30th (checked in class) You are required to make one thoughtful entry per week in your journal. Observe the child that you will work with in both informal and formal settings. Include detailed descriptions that speak to what your student is doing. Also, include the following elements: descriptions of the student and teacher (during the lesson), a description of the lesson. For this assignment you will be required to keep a weekly journal on the student you have chosen for your Case Study. You are required to (minimally) make one entry. You should be observing formal and informal settings. You need to include what your student is doing in the journals. You should look for how your student is interacting in the setting, how s/he is learning in the setting, if s/he is comfortable, etc.

• Include one close observation and description of one child during a content area lesson: what language does the child speak (if any) during the lesson, where is the child sitting, what is the child doing, who does the child interact with, does the child understand the lesson, the teacher, peers, etc.

• Include one close observation and description of the teacher during the lesson: what language does the teacher speak during the lesson, where is the teacher during the lesson, what is the teacher doing, who does the teacher interact with, does the teacher interact with the child you’ve chosen to observe, and how do they interact,

• Include one lesson description: give a summary of the lesson that includes the area of study, what the teacher is doing throughout the lesson, what the students are expected to do throughout the lesson and any assessment (informal or formal) that the teacher uses.

• Interviews: You will conduct two interviews with the child that you will be working with. The first interview will provide you with important background information for the student biography. In addition, you will want to discover what the child’s interests are and what is motivating to the child as a learner. Be sure to gain insight into what the child would like to learn about and what questions would he/she like to pursue in the small group content lessons. The second interview will give you insight into the content lessons, the child’s learning, demonstrate his/her progress in his/her first/second language, and provide closure for the student. Both interviews will assist you in the analysis and for the final write-up of the case study. The typed, double-spaced report should include a script of the child interview. Interview one is due on: Sept. 21st Interview two is due on: Nov. 16th.

• Small Group Content Lessons Due Oct. 5th & Nov. 2nd: Design and carry out two integrated learning experiences (instructional lessons) with the child that you will be working with in a small group. These learning experiences need to integrate several academic areas of learning (math, science, social studies, literacy, fine arts, etc). These experiences will collectively connect to the insights gained from the interview.

• For this assignment you are to work with the teacher in the class you are interning in to come up with a small lesson that you can teach to a group of students (one of the students in this group must be the child you have chosen for your case study). The lesson must be related to a current content area (math, science or social studies) that is being taught in the class. The purpose of this assignment is to try out some of the SLL strategies we have been learning about in class. Your job is to make the content more understandable for the SLL by using strategies that you think will benefit this child.

• As you are going through the lesson try to focus on how the learners are reacting to your strategies. Were you successful and if so, how do you know? What are some things that you would do differently if you had the chance to work with this group again? You must turn in two typed reports about this experience that includes:

• what lesson you did, why you chose that lesson, and how it relates to the curriculum that is currently being taught in the class

• what group you worked with, why you chose that group and where and when you worked with them

• what strategies you planed to use during the lesson and why

• what happened during the lesson: where the students responsive, did the strategies work?

• what did you notice about your case study student? Were they different in a small group as opposed to the whole group? Did s/he interact with you and the others in the group?

• a reflection on the lesson: what would you do differently if you had the chance to work with this group again

• Analysis Questions/Project Reflection (3-4 pages) :

• Following the final interview with the child that you selected to work with, reflect on the instructional practices that you and the teacher used. What other practices would you suggest for this particular learner and why?

• What support did the child have? What support would you recommend for this particular learner and why?

• What instructional model was used? What model would you recommend for this particular learner and why?

• What did I learn from this experience? What did I learn from this learning framework about classroom language practices and curriculum?

Your typed, double spaced report is due on Nov. 30th .

Grading Policy:

• Midterm Due:Oct. 12th and Final Self-Reflection Due Nov. 30th :

• Self-reflection is a key component of this course. You will be asked to write a brief (estimated 3-4 double-spaced and typed pages) reflection about your experiences, thinking and questions you have as a learner for the midterm and final. Please provide 2 copies of each reflection. The midterm will include a small group conference that will include reflection and discussions of your strengths and areas that need to be strengthened. Focus questions will be provided. Group members will provide verbal and written feedback. Written feedback will be attached to you mid-term and is . The final will include an overall self-evaluation of your learning that will be turned in with your portfolio on . Class attendance, constructive participation, and preparation for class sessions and assignments along with the quality of the portfolio (and the quality of the learning projects) will be considered in the final course evaluation.

• The Plus/Minus grading system will not be used in this course.

• Following is a description of criteria for grades:

A: Work is exemplary and superior in all aspects. Critical reflection and thinking is regularly documented in reflection journal entries, class projects, and self-evaluations. Discussions and assignments demonstrate professional and theoretical connections between classroom practices, personal experiences, and the course. Consistent, timely preparation, attendance, and thoughtful contributions to discussion (large and small group) and course experiences are observed regularly. Knowledge of the course’s content is demonstrated through reference to readings and incorporation of concepts into assignments and discussions. The participant’s overall work provides visible indicators of professional development, change, and growth.

B: Work is well done. Reflections/writing in reflection journal, self-evaluations, and assignments cover (summarize) a topic without interpretation, and connections. Consistent preparation and attendance is evident and contributions are occasionally made to large and small group discussions. Knowledge of the course’s content is not consistently demonstrated and references to readings and new concepts are inconsistently incorporated into assignments and discussions, particularly as related to the major inquiry project. There is less indication of change, growth, or professional development throughout the semester in process and in product.

C: Minimal reflection in response journal and thin writing in assignments and self-evaluations both in quality and length. Inconsistencies in preparation and attendance, few constructive contributions to small and large group discussions, engagement in ideas and experiences of the course are not observable. The final inquiry project and other assignments do not reflect high quality and professionalism in the understanding of the course content. A lack of change or growth over the course of the semester exists.

Participant’s perspectives concerning their grades will be voiced through the midterm and final, which are designed to be self-reflection of learning. As part of the final reflection, you will be asked to reflect on the grade you feel you have earned and you will be required to state the criteria and evidence for said grade. The professor will have the final word in determining the grades based upon specific evidence as outlined in the syllabus.

Typical Experiences:

Announcements/Read aloud connected to class focus,

Discussions connected to weekly class focus/demonstrations/lecture/Presentations/Sharing/Reflecting

**ELL Proficiency Standards (4hours), Data Analysis (3 hours), Formal and Informal Assessment Objectives (5 clock hours), SEI foundations (3 clock hours), SEI strategies (26 hours), and parent/home scaffolding (3 clock hours). Additional flex clock hours embedded to augment the four areas especially in terms of work completed outside of class. Bold indicates congruence to SEI requirements as set forth by the Arizona State Department of Education.

| | | | | | |

| | | | | | |

|Date |Topics |Classroom |Required |Assignments |Methods |

| | |Connections |Readings |Due | |

|Aug. 24th |Introduction/overview of course |ELL Proficiency Standards |SEI framework |Information Sheet |Community |

| |and syllabus; |Examine the format and | | |Building |

| |Introductory terms; |alignment of the standards | | | |

| |ELL Proficiency Standards |to the Arizona language | | | |

| | |arts standards. | | | |

| | |2 hours | | | |

|Aug. 31st | Perceptions and Issues in |Beliefs on multilingualism | |Hanging around | |

| |Language Minority Education |and second lang. |NPR listen to online |assignment, Review | |

| | |acquisition |(templates/ |syllabus | |

| | |SEI strategies |story/story.php?storyId=112 | | |

| | |Identify and use multiple |7540) pp. 35-56 | | |

| | |strategies (comp. input & |newspaper articles p.1-24, chapter 1 | | |

| | |ongoing feedback) |(Peregoy & Boyle) pp.1-31 | | |

| | |2 hours | | | |

|Sept. 7th | History of Language Minority |Language and Ed. Policies &| |Reflection journals |Program |

| |Education; Arizona policy on |Issues in the U.S. & SEI |Baker pp. 57-63 |due |Model |

| |Second Language Instruction |Foundations |Baker 65-75 | |Debate |

| | |Know legal, historical & | | | |

| | |educational reasons for | | | |

| | |SEI, know background; | | | |

| | |basic terminology; LA | | | |

| | |principles; role of | | | |

| | |culture.Introduce BICS & | | | |

| | |CALPS | | | |

| | |(3 hours) | | | |

| | | | | | |

|Sept. 14th |Theory that drives Practice |Language Acquisition | |Plan of Action |Timeline |

| | |Theories that drive |Chapter 2 |(timeline) for Case | |

| | |instruction, |(Peregoy & Boyle) pp.33-71 |Study | |

| | | |Faltis pp.241-250 | | |

| | | | | | |

| | | | | | |

| | |Formal & Informal | | | |

| | |Assessment | | | |

| | |Create & offer multiple | | | |

| | |assessments, Integrate | | | |

| | |diagnostic, formative, and | | | |

| | |summative assessments for | | | |

| | |ELL’s (3 hours) | | | |

|Sept. 21st | Theory and Practice: |Classroom Environment & |Chapter 3, Peregoy & Boyle pp. 73-116, |Interview one due, | |

| |Organization & Discourse |Dialogue |Chapter 4 |Class Biography | |

| | |SEI strategies |Peregoy & Boyle 118-154 | | |

| | |Grouping structures and | | | |

| | |techniques | | | |

| | |3 hours | | | |

|Sept. 28th | Theory & Practice: |Acting as a facilitator: | |Field note journals |Talking chips |

| |Social Interaction & Dialogue |letting students lead & |Verplaetse pp. 137-141 |due | |

| | |Reflection |Chapter 5 Peregoy & Boyle | | |

| | |SEI Strategies |pp. 156-204 |Circuit | |

| | |Plan lessons based on prior| |Jimenez | |

| | |knowledge, | | | |

| | |3 hours | | | |

| | | | | | |

| | | | | | |

|Oct. 5th |Looking critically at Theory & |Inquiry | Short & Burke pp.80-87 |Small Group Content | |

| |Practice |SEI strategies, Building |Brown pp.88-93 |Area Lesson Due | |

| | |background and voc. | | | |

| | |Development, student | | | |

| | |engagement, select, adapt, | | | |

| | |and sequence curricular | | | |

| | |materials | | | |

| | |3 hours | | | |

|Oct. 12th |Language & Content Area Teaching |Teaching through the |Philipp pp.142-148 |Midterms Due |Small Group |

|Midterm |Practice |content areas & ELL |Chapter 8 | |conferencing |

| | |Proficiency Standards |Peregoy & Boyle pp. 314-345 | | |

| | |use to plan, deliver & | | | |

| | |evaluate instruction; | | | |

| | |demonstrate integration of | | | |

| | |ELL Proficiency standards | | | |

| | |in all content areas. | | | |

| | |(2 hours) | | | |

| | |SEI Strategies | | | |

| | |Extend methods for | | | |

| | |beginning ELD | | | |

| | |1 hour | | | |

|Oct. 19th |Integrating language & content |Creating integrated |SEI strategies pp. 111-115 |Reflection Journals | |

| | |curriculum |Chapter 7 |Due | |

| | |SEI Strategies |Peregoy & Boyle pp.264-313 | | |

| | |Describe the Silent Period | | | |

| | |(ways of responding dev. | | | |

| | |Processes, pre and early | | | |

| | |production strategies of | | | |

| | |students | | | |

| | |(3 hours) | | | |

| | |Creating integrated | | | |

| | |curriculum | | | |

|Oct. 26th |Literacy: Reading & writing |SEI Strategies |Medd & Whitmore pp. 117-131 |Field Note Journal |Comic Strips |

| | |Integrate current materials|Carey pp. 159-211 |due, | |

| | |in ELD instruction | |Picture Book Lit. | |

| | |(3 hours) | |Discussion | |

| | |teaching reading & | | | |

| | |writing | | | |

| | | | | | |

| | | | | | |

| | | | | | |

|Nov. 2nd |Literacy: Reading & Writing | Written Language & |Hubbard & Shorey article pp. 149-158 Or |Small Group Content | |

| | |Writer’s Workshop Written |Cristensen pp132-134 |Area lesson 2 due | |

| | |Language & Writer’s |pp.220-227 | | |

| | |Workshop |Chapter 6 Peregoy & Boyle | | |

| | |SEI Strategies |pp.206-262 | | |

| | |Extend SEI content methods | | | |

| | |(preview/review, content | | | |

| | |area reading, reading | | | |

| | |reading & writing | | | |

| | |strategies, experiential | | | |

| | |methods) | | | |

| | |(3 hours) | | | |

|Nov. 9th |How do I support a student’s first|Multiliteracies |Schwarzer pp. 212-219 |2nd Novel | |

| |and second language learning when |& SEI Strategies | |Literature Discussion| |

| |I don’t speak the language? |Analyze and apply voc |Chapter 9 Peregoy & Boyle | | |

| | |development approaches in |pp.346-374 | | |

| | |the content areas | | | |

| | |(3 hours) | | | |

|Nov. 16th |How do I support a student’s |Literacy & Assessment: |Chapter 10, Peregoy & Boyle pp.376-409 & |Interview 2 Due | |

| |second language learning during |Formal & Informal |Abedi & Dietel pp. 75-79 | | |

| |Standardized Testing? |Assessment | | | |

| | |Use assessment results for | | | |

| | |placement & accommodation | | | |

| | |of diverse needs, Use | | | |

| | |assessment results for | | | |

| | |placement & accomodation | | | |

| | |(2 hours) | | | |

| | | | | | |

| | | | | | |

|Nov. 23rd | |Home & School connections &|Vasquez, Pease-Alvarez, Shannon pp. 94-110|Rough Draft of final | |

| |Family & Community |Heritage Languages |& Faltis pp. 228-240 & Fain in class |project | |

| |Involvement |Identify sociocultural | |Due, Reflection | |

| | |influences on ELL’s, | |Journals Due | |

| | |discuss the impact of | | | |

| | |bilingualism, parental and | | | |

| | |community resources, | | | |

| | |community sources, and | | | |

| | |cultivate partnerships | | | |

| | |3 hours | | | |

|Nov. 30th | |Data Analysis & Application| |Turn in Final, | |

| |Data Analysis & Application |Analyze & apply data to | |Portfolios with Case | |

| | |differentiate instruction, | |Study Completed | |

| | |and interpret longitudinal| | | |

| | |data, track status and | | | |

| | |progress on stds. Using | | | |

| | |SELP | | | |

| | |3 hours | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

|Dec. 7th | Reading Day |No Class | | | |

| | | | | | |

| | | | | | |

|Dec. 14th | |SEI Strategies | |Portfolios handed | |

| |Final |Select, adapt, and sequence| |back w/ final grade | |

| |Major Inquiry Project |current curricular | | | |

| |Presentations |materials | | | |

| | |3 hours | | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download