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THE UNIVERSITY OF TEXAS AT EL PASO
COLLEGE OF EDUCATION
DEPARTMENT OF TEACHER EDUCATION
SHELTERED ESL INSTRUCTION CRN 11564
Fall Semester, 2017
Class meets Thursday 4:30-7:20pm
COE Room 305
Professor: Elva Reza-López, Ph.D.
Office: Teacher Education, 6th floor -609
Telephone: (915) 747-6655 / cell 915-433-0165
Office Hours: Monday, 1:30-4:30pm, Tuesday, 10:30-1:30, Thursday 1:30pm - 4:30pm,
or by appointment.
E-mail: erlopez3@utep.edu
CATALOGUE DESCRIPTION
Explores academic language socialization with Bilingual/ESL students. Focus is on academic and cognitive development through the teaching of subject matter via a second language. Examines theory and instructional approaches that can enhance learning for non-native speakers.
COURSE OBJECTIVES
This course explores second language development and acquisition in school contexts. It emphasizes functional linguistic approaches to making content area pedagogy understandable for English Language Learners (ELLs). This course is an initial step on your journey to becoming an effective teacher of students who come to the classroom with an important resource – the experience of speaking a language other than English. You will begin by exploring the nature of language. Then you will study theories of how language learning works, and the techniques of second language teaching, with an emphasis on Sheltered English Instruction. You will also:
← Understand language and its components;
← Understand second language acquisition, it theories and language stages;
← Integrate the skills of listening, speaking, reading, and writing to develop ELL students’ English language proficiency.
← Apply knowledge of theories, concepts, and research related to language learning to support students’ language development in English;
← Understand the critical issues of ELLs in schooling;
← Understand and apply the ELPS in its four domains and content areas;
← Identify the various assessment procedures for ELL such as TELPAS; LPAC.
← Understand and apply the strategies of Sheltered Instruction;
← Develop sheltered lesson plans;
← Review knowledge of factors that may affect students in order to facilitate their learning of academic content, language, and culture.
REQUIRED TEXT / READINGS
1) Sheltered ESL Instruction: Language, Literacy & Content to ELLs: Teaching - Pearson Learning Solutions. Esquinca; Izquierdo; Reyes; Seda; and Ullman. ISBN 9781256482833.
2) ELPS at a Glance - El Saber Enterprises
OTHER READINGS:
3) The Nature of Language:
4) Language Concepts:
5) Myths and Misconceptions about second language learning: what every teacher needs to unlearn
6) Second Language Acquisition:
7) Program Models
8) Chapter 74. Curriculum Requirements: Subchapter A. Required Curriculum
§74.4. English Language Proficiency Standards
ONLINE RESOURCES
➢ State law and Chapter 89: Commissioner's Rule (TAC Chapter 89)
All students are expected to be prepared and check their course BB, emails, assignments, etc. on a DAILY basis. Reading the assignments is essential to meaningful participation. No excuses for incomplete or late assignments will be accepted. Two or more absences will result in a loss of 5 points and three or more absences may result in being dropped from class. Remember, three tardiness will be counted as one absence. No cell phones; no texting; no laptops, except if requested by professor. PLAN AHEAD. All students are required to maintain a high level of professionalism and respect for one another as we engage in a journey of exploration, critical consciousness and praxis.
STUDENT LEARNING OUTCOMES
|Standard I: The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language. |
|By the end of course, the student will be able to: |To evaluate these outcomes, the faculty member will use the following assessment |
| |procedures: |
|Review knowledge of the nature of language and basic language concepts|a. Course chapter reflections and lecture assignments; |
|to facilitate student learning in the ESL and general education |b. Class discussion of the myths and misconception |
|classroom; |of language and language learning; conventions |
| |of language and their direct application in |
| |educational settings and contexts. |
|Apply and adapt knowledge of the functions and registers of language |a. Course chapter reflections and lecture assignments; |
|to develop and modify instructional materials; |b. Class discussion of the language registers and |
| |their direct application in educational settings and |
| |contexts. |
|Integrate the skills of listening, speaking, reading, and writing to |a. Course chapter reflections and lecture assignments; |
|develop ELL students’ English language proficiency. |b. Class discussion of the domains/modalities of language and their direct |
| |application in educational settings and contexts; and how they are integrated in |
| |the ELPS. |
|Standard III: The ESL teacher understands the processes of first- and second-language acquisition and uses this knowledge to promote students’ language|
|development in English. |
|By the end of course, the student will be able to: |To evaluate these outcomes, the faculty member will use the following assessment |
| |procedures: |
|Apply knowledge of theories, concepts, and research related to |a. Course chapter reflections and lecture |
|language learning to support students’ language development in |assignments; |
|English; |b. Class discussion of second language acquisition |
| |language and their direct application in |
| |educational settings and contexts. |
|Standard IV: The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate ESL |
|instruction. |
|By the end of course, the student will be able to: |To evaluate these outcomes, the faculty member will use the following assessment |
| |procedures: |
|Devise and implement appropriate |a. Course chapter reflections and lecture assignments; |
|instruction to address applicable Texas |b. Class discussion of the TEKS and their direct |
|Essential Knowledge and Skills (TEKS); |application in various grades and content areas. |
|Modify planning procedures for effective, |a. Course chapter reflections and lecture assignments; |
|developmentally appropriate ESL instruction; |b. Class discussion of the Sheltered instruction; SIOP. |
|Select instructional methods, resources, and materials, including the |a. Course chapter reflections and lecture assignments; |
|fine arts, appropriate for various goals and situations in the ESL |b. Class discussion of the Sheltered instruction in the various Content Areas; |
|classroom |SIOP. |
|Integrate technological tools and resources into the instructional |a. Course chapter reflections and lecture assignments; |
|process; |b. Class discussion of various web links that support the Sheltered instruction|
| |in the various Content Areas. |
|Design strategies that foster ELL students’ content-area learning; |a. Course chapter reflections and lecture assignments; |
| |b. Class discussion of the sheltered instruction in the |
| |various Content Areas; SIOP. |
|Engage students in critical-thinking |a. Course chapter reflections and lecture assignments; |
|processes |b. Class discussion of the critical thinking and higher order questioning. |
| | |
| | |
|Standard V: The ESL teacher has knowledge of the factors that affect ESL students’ learning of academic content, language, and culture. |
|By the end of course, the student will be able to: |To evaluate these outcomes, the faculty member will use the following assessment |
| |procedures: |
|Review knowledge of factors that may affect students in order to |a. Course chapter reflections and lecture assignments; |
|facilitate their learning of academic content, language, and culture; |b. Class discussion of Academic Language; SIOP; |
| | |
|Design instruction and devise activities that are responsive to |a. Course chapter reflections and lecture assignments; |
|diversity and individual student needs. |b. Class discussion on diverse learners and differentiated instruction. |
|Standard VI: The ESL teacher understands formal and informal assessment procedures and instruments (language proficiency and academic achievement) used |
|in ESL programs and uses assessment results to plan and adapt instruction. |
|Select, adapt, or develop appropriate assessments for different |a. Course chapter reflections and lecture assignments; |
|purposes in the ESL program (e.g., diagnosis, program evaluation, |b. Class discussion of the English Language Proficiency Standards (ELPS); and |
|proficiency); |Sheltered Lesson Project. |
|Interpret results of standardized tests commonly used in ELL programs |a. Course chapter reflections and lecture assignments; |
|in Texas; |b. Class discussion of TELPAS and ELPS. |
|Summarize LPAC recommendations for LEP identification, placement, and |a. Course chapter reflections and lecture assignments; |
|exit. |b. Class discussion of LPAC Procedures. |
|Use ongoing assessments to plan and adjust instruction that addresses |a. Course chapter reflections and lecture assignments; |
|individual student needs and enables ELL students to achieve learning |b. Class discussion of ongoing assessments; informal & Formal assessments; |
|goals. |Progress Monitoring. |
Academic Dishonesty:
The University of Texas at El Paso prides itself on its standards of academic excellence. In all matters of intellectual pursuit, UTEP faculty and students must strive to achieve based on the quality of work produced by their individual. In the classroom and in all other academic activities, students are expected to uphold the highest standards of academic integrity. Any form of scholastic dishonesty is an affront to the pursuit of knowledge and jeopardizes the quality of the degree awarded to all graduates of UTEP. It is imperative, therefore, that all faculty insist on adherence to these standards. Any student who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty includes, but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are not attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts. Proven violations of the detailed regulations, as printed in the Handbook of Operating Procedures (HOP) and available in the Office of the Dean of Students, may result in sanctions ranging from disciplinary probation, to failing grades on the work in question, to failing grades in the course, to suspension or dismissal among others. Refer to for further information.
EQUAL EDUCATIONAL OPPORTUNITY
In order to create equal educational opportunities in the class, all students are expected to demonstrate respect for the diverse voices and individual differences in the class. Particularly, no person shall be excluded from participation in, denied benefits of, or be subject to discrimination under any program or activity sponsored or conducted by the University of Texas at El Paso on the basis of race, color, national origin, religion, sex, age, veteran status, disability, or sexual orientation. Any member of the University community who engages in discrimination or other conduct in violation of University policy is subject to the full range of disciplinary action, up to and including separation from the University. Complaints regarding discrimination should be reported to the University's Equal Opportunity Office. Inquiries regarding applicable policies should be addressed to the University's Equal Opportunity Office, Kelly Hall, 3rd Floor, 915.747.5662 or eoaa@utep.edu.
Students with Disabilities:
If you have or believe you have a disability, you may wish to self-identify. You can do so by providing documentation to The Center for Accommodations and Support Services (CASS), Union East Building Room 106 * Phone: (915) 747-5148 Voice * Fax: (915) 747-8712 * Email: cass@utep.edu
Course Requirements
This course requires you to read and write critically, and to participate in classroom/online discussions and activities. You are also required to create lesson plans that employ praxis of the Sheltered Instruction Approach.
1. Pre-test --To be taken between sessions (5 points): You must take the pre-test for this course. You will earn 5 points for taking the test, regardless of how well you do on the test.
2. Weekly Quick-writes and Online Discussions (15%): You will be writing quick writes on articles, activities and viewings of documentaries presented in class, as well as, closure reflections at the end of class. Grading will focus on completion and not being in class that day will hinder your grade assigned for this assignments.
3. Weekly quizzes (10%): These quizzes will be taken at the Technology Lab before /after class or at home.
4. Lesson Plans (15%): You will develop 5 Sheltered instructional lesson plans in the content areas of math, science, and social studies and Language Arts. They will be highly detailed and well thought-out. One lesson plan will be developed as a group and the rest individually (for further instructions and the rubric see Appendix A);
5. Lesson Plans and Critical Reflection Portfolio (30 points):
This final project / portfolio includes lesson plans, critical reflections and artifacts (See Appendix A & B for lesson plan template and rubric):
• Read Aloud summaries of books selected for each reading camp;
• Critical Reflections of each Reading Camp session will include a brief synopsis of how the session evolved,
how successful was your lesson, activities, techniques and how this experience will impact your future classroom;
• Artifacts of each lesson presented at the Reading Camp sessions. This would include handouts and samples of students’ work.
6. Summative Reflection: A three to five page synthesis of the literacy camp experience will be required for this assignment. This reflection will be included in your portfolio. Your narrative should include how you were able to apply theories, practices and overall knowledge of second language acquisition applied via a Sheltered English Protocol named SIOP. (5 pts.)
7. Final Exam (20 points)
This 100-question, two-hour exam covers all the content we have dealt with throughout the semester. You should study by reviewing everything we have covered throughout the semester.
| |Activities |Points |
|1. |Pre-Test |05 |
|2. |Quick Writes, Closures and online discussions of articles assigned |15 |
|3. |Weekly Quizzes 10x1 |10 |
|4. |Lesson Plans (5 x2) |10 |
|5. |Concept Presentations |05 |
|6. |Portfolio |30 |
|7. |Summative Reflection |05 |
|8. |Final |20 |
Grades
91 – 100 A
81 - 90 B
71 - 80 C
61 –70 D
Below 61 F
Dates, Topics, Readings and Assignments (May be modified during semester at instructor’s discretion)
|Date |Generative Themes/Topics/Questions/ Activities |Readings Assigned for this week |Assignments Due for next meeting time |
|Week 1 |Theme: Getting to Know You | |PRE – TEST |
|08-31 |Building Community | | |
| |Goals and Expectations of course |Quickwrite and Closure |Text Chapter 13: Case Study of Juan: |
| | |Strings of Pearl-Baruth |The Beginning English Learner /Carole |
| |Introductions | |Cox/Paul S. Boyd-Batstone— |
| |Getting-to-know-you activity: People Bingo | | |
| | | |Lesson Plan Template |
| |Quick-Write: KWLL | | |
| |What I know about ESL/ Sheltered English | | |
| | | | |
| |Expectations: syllabus | | |
|Week 2 |Themes: Pedagogy as cultural work, |(Will be review in class) | |
|09-07 |the nature of language and how the conventions | |READ |
| |of the English language function in society. |-Language in Our Lives | |
| | |(Becoming Speakers, Readers and |TEXTBOOK CHAPTER 1 |
| | |Writers) |Language & Second Language Acquisition |
| |Student Learning Outcomes | |- |
| |Dialectics: Language as a System | |Suzanne F. Peregoy/Owen F. Boyle pp. |
| | |Language Concepts: (See online link |1-14 |
| | |above) | |
| |Activity: Flashlight | | |
| | |Second Language Acquisition |McLaughling, B. (1992). Myths and |
| |The Nature of Language and Language Concepts |(See online link above) |misconceptions about second language |
| |Aspects of Language Knowledge | |learning: What every teacher needs to |
| |First language acquisition | |unlearn |
| |Stages of Second Language Acquisition & BICS and| |Online Discussion |
| |CALPS | |Group Lesson Plan |
| | | | |
| | | | |
| |Book: Zoom | | |
| Week3 |Theme: Language components, perspectives and |(Will be review in class) |Take |
|09-14 |language learners | |Quiz 1 –How long does it take? |
| | | |Quiz 2-The Nature of Language and |
| |Activity: Expert Groups- Language & Second |TEXTBOOK CHAPTER 1 |Language Concepts |
| |Language Acquisition | | |
| | |Language & Second Language |READ |
| |Dialectics: Theories and Language as a |Acquisition - | |
| |System—Morphology, Semantics, Phonology, Syntax |Suzanne F. Peregoy/Owen F. Boyle pp. |TEXTBOOK CHAPTER 2 |
| | |1-14 |Sheltered Instruction in the Content |
| |Theories of Second Language Acquisition: | |Areas p41 |
| |Comprehensible Input*Affective Filter*Natural |TEXTBOOK CHAPTER 2 | |
| |Order*Motivation*Monitor | |TEXTBOOK CHAPTER 3--- Lesson |
| | |Sheltered Instruction in the Content |Preparation p64 |
| | |Areas | |
| |Book: Cactus Soup | |TEXTBOOK CHAPTER 4 |
| | | |Building Background p94 |
| | | | |
| | | |TEXTBOOK CHAPTER 5 |
| | | |Comprehensible Input p120 |
| | | | |
| | | | |
| | | | |
|Week 4 | | | |
|09-21 |14th Inter-American Simposo on Ethnographic | | |
| |Research in Education El Paso September 21, and |Volunteer 3 hours to cover | |
| |23, 2017 |Classtime. | |
| | | | |
|Week 5 | |(Will be review in class) |Take Quiz 5- ELPS and state laws |
|09-28 |Theme: Approaches to Language | |Take Quiz 6—Sheltered Instruction in |
| |Acquisition- Sheltered Instruction in the | |the Content Areas |
| |Content Areas, SIOP Protocol |TEXTBOOK CHAPTER 3--- Lesson | |
| | |Preparation p64 | |
| |EPLS, STATE LAWS 89, 74 | |-- The Academic Language of |
| |TELPAS | |English-Language Arts (Ch. 11) |
| | |TEXTBOOK CHAPTER 4 &5 | |
| |-- Background on ELPS | |Lang. Arts Lesson Plan |
| | |--Building Background | |
| |-- ELPS at a Glance |--Comprehensible Input | |
| |-- State Law Ch. 89 | | |
| | | | |
| |-- State Law Ch. 74 | | |
| | | | |
| |Video: SIOP MODEL | | |
| | | | |
|Week 6 | |(Will be review in class) |Take Quiz 7—Lesson Preparation and |
|10-05 | | |Building Background |
| | | | |
| |Camp Preparation |TEXTBOOK CHAPTER 8 |--The Academic Language of Mathematics |
| | | |(Ch. 10) |
| | |Review and Assessment | |
| | | | |
| | | |Lesson Plan-Math |
| | | | |
| | | | |
| | | | |
|Week 7 |Objective: To understand ESL teaching methods | |--The Academic Language of Social |
|10-12 |for appropriate instruction | |Studies (Ch. 12) |
| | | | |
| |READING CAMP BEGINS | |Lesson Plan- Social Studies |
| | | |Activities |
| |Getting to know your tutee (s), | | |
| |Read Aloud | | |
| |Student Interview | | |
| |Ice breaker Lesson Plan | | |
| | | | |
|Week 8 |Objective: To understand ESL teaching methods | | |
|10-19 |for appropriate instruction | | |
| | | |--The Academic Language of Science (Ch.|
| |READING CAMP Session II—Math | |9). |
| | | | |
| |Read Aloud | |Lesson Plan-Science |
| |Reading Interview | |Activities |
| |Social Studies Lesson Plan | | |
| | | | |
| |Engage in classroom activities that promote | | |
| |comprehensible input. | | |
|Week 9 |Objective: To promote students' communicative | | |
|10-26 |language development in English. | | |
| | | | |
| |READING CAMP Session III-Social Studies | | |
| | | | |
| |Read Aloud | | |
| |Reading Interview | | |
| |Math Lesson Plan | | |
| | | | |
| |Engage in classroom activities that promote | | |
| |comprehensible input. | | |
|Week 10 | | | |
|11-02 |Objective: To promote students' communicative | | |
| |language development in English. | | |
| | | | |
| |READING CAMP Session IV-Science | | |
| | | |Showcase Board Due for next week. |
| |Read Aloud | | |
| |Reading Interview | | |
| |Science Lesson Plan | | |
| | | | |
| |Engage in classroom activities that promote | | |
| |comprehensible input. | | |
| | | | |
|Week 11 |Objective: To promote students' literacy | | |
|11-09 |development in English. | | |
| | | | |
| | | | |
| | | | |
| |READING CAMP Session IV- | | |
| | | | |
| |Parent Involvement Showcase | | |
| | | | |
|Week 12 | | | |
|11-16 |Presentations-- | | |
|Week 13 | | | |
|11-23 |No Class—Happy Holiday | | |
| | | | |
| | | | |
|Week 14 |Objective: To understand how to promote students|(Will be review in class) |Take Quiz 9 & 10 - |
|11-30 |content-area learning, academic language | |Take Quiz 8 - |
| |development, and achievement across the |--Case Study on Eduardo | |
| |curriculum. | | |
| | |(Ch. 14) | |
| |Concept Presentations | | |
|Week 15 |Field Work | |FINAL PROJECT DUE |
|12-07 | | | |
|Week 16 |FINAL EXAM | |Thank you for your hard work. |
|12-14 | | | |
| | | | |
Appendix A: Lesson Plans
BED 4343 SHELTERED INSTRUCTION FOR ELLs
ELEMENTS FOR GROUP LESSON PLAN
I. TITLE PAGE: (This page should include course title, title of lesson plan, names of participants, & date).
II. GROUP NARRATIVE: (Provide the thought process of how the group decided on grade level, content subject and concept-the why. Provide the big idea of concept selected).
III. LESSON PLAN: (See Template)
IV. CRITICAL REFLECTIONS:
ANTICIPATORY: (This section elaborates your thought process—what the group anticipates can occur as possible challenges and how it can be handle).
SELF-REFLECTIONS: (This section reflects your critical perspective of the group process in developing the lesson—what was challenging, what was rewarding, what was the language of possibility applied, if any. Each member of the group needs to submit their own reflection
ELEMENTS FOR INDIVIDUAL LESSON PLAN
I. THE BIG IDEA NARRATIVE: (Provide the thought process of how YOU decided on grade level, content subject and concept-the why. Provide the big idea of concept selected).
III. LESSON PLAN: (See Template)
IV. CRITICAL REFLECTIONS:
ANTICIPATORY: (This section elaborates your thought process—what the group anticipates can occur as possible challenges and how it can be handle—it is part of your lesson plan
Title of Lesson
Grade Level: Content Subject / Topic: Prepared by
|Step 1 ACCOMMODATIONS -- Domains (L, S, R, W)-Proficiency Levels (B, I, A, AH) & Strategies/Activities |
| |
|Step 2 MOTIVATION / BUILDING BACKGROUND |MATERIALS (Provide samples) |
| | |
|Step 3 PRESENTATION/ PRACTICE/APPLICATION (Step-by-Step Procedures) |
| |
| |
|Step 4 REVIEW/ASSESSMENT (ensure that assessment connects to objectives mentioned above) |
| |
|Step 5: Anticipatory Critical Reflection (what do you anticipate might be barriers that would impede the teaching and learning process to succeed) |
Appendix B: Portfolio Rubric
BED 4343 SHELTERED INSTRUCTION FOR ELLs
| |Unacceptable (0-2pts) |Progressing (3-4pts) | Professional (5-6pts) |Score |
|Read Aloud |Missing. |Acceptable statements that are |Well-organized statements that are | |
| |Organization is unclear. |mostly thorough, thoughtful, and |thorough, thoughtful, and cohesive. | |
| |Statements lack |cohesive. |All elements completed. | |
| |thoughtfulness. Incomplete.|All elements completed. | | |
|Sheltered |Missing. |Demonstrates knowledge of a |Demonstrate strong knowledge of a | |
|Instructional |Sheltered Lesson Plans do |sheltered Instructional Lesson |sheltered Instructional Lesson Plan. | |
|Lesson Plans |not relate to learning |Plan. |Lesson Plans relate to learning | |
| |experiences and / or |Lesson Plans relate to learning |experiences and / or features of SIOP | |
| |features of SIOP Model. |experiences and / or features of |Model. | |
| | |SIOP Model. | | |
|Artifacts |Missing. |Minimum number of artifacts; some |Above minimum number of artifacts; all| |
| |Incomplete number of |specified artifacts are included |specified artifacts are included and | |
| |artifacts; not all |and are of high quality. Artifacts |are of high quality. Artifacts | |
| |specified artifacts are |demonstrate tutee’s learning |demonstrate tutee’s learning progress.| |
| |included; artifacts are not|progress. | | |
| |of high quality and relate | | | |
| |little to | | | |
| |tutee’s learning progress. | | | |
|Critical |Critical Reflections are |Critical Reflections are organized |Critical Reflections are well | |
|Reflections |missing or limited. |and clear. Statements are critical |organized and well elaborated. | |
| |Organization is unclear. |and reflect thoughtfulness. |Statements are critical and | |
| |Statements lack |Reflections go beyond the |demonstrate the use of a critical | |
| |thoughtfulness. Reflections|descriptive level. |lens. | |
| |are at the descriptive | | | |
| |level. | | | |
|Professional |Portfolio lacks |Portfolio includes all the |Portfolio includes all the | |
|Presentation |organization; |organization pieces such as cover |organization pieces such as cover | |
| |organizational pieces; does|page, table of contents, and |page, table of contents, and samples | |
| |not demonstrate |samples of other required elements.|of other required elements. Evidence | |
| |professional use of |Evidence of professional use of |of professional use of conventions for| |
| |conventions for spelling, |conventions for spelling, grammar, |spelling, grammar, and punctuation; | |
| |grammar, and punctuation; |and punctuation; adequate |portfolio is well organized, | |
| |adequate organization and |organization and formatting; |formatted, and typed | |
| |formatting; Portfolio is |portfolio is typed | | |
| |not typed | | | |
-----------------------
CONTENT OBJECTIVES:
LANGUAGE OBJECTIVES:
VOCABULARY:
TEKS (TEXAS ESSENTIAL KNOWLEDGE & SKILLS):
ELPS & LANGUAGE PROFICIENCY LEVELS:
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