SEI English Language Teaching: Foundations and …



ESL 523N SEI English Language Teaching:

Foundations and Methodologies

Benchmark Assessment and Rubric

Targeted Essential Learning

Effective instructional design and planning related to language learning must be based on the standards, the learners, and research-based strategies and practices. An effective ELL teacher has an in-depth knowledge of best practices, research-based methodologies for teaching English language learners. (APTS 1, 7; INTASC 1, 3, 7)

Assessment Tool Selected

1) SIOP Lesson Plan

2) Rationale Essay

Specific Performance/Task(s)

• Create an instructional plan for ELL students in a targeted grade level. (APTS 1.3)

• Demonstrate an understanding of language diversity as it informs the instructional design and planning process. (APTS 1.3)

• Create learning experiences that connect subject area knowledge to real life situations. (APTS 7.5)

Relevancy of Task to Teacher Candidate

By designing a SIOP lesson plan that focuses on all components of SIOP, teacher candidates will be able to teach content and language objectives to second language learners in their classrooms.

General Practicum Information

1) This course requires a practicum experience. Familiarize yourself with the Practicum Manual and its associated forms found in the Student Success Center.

2) Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the “Education Practicum/Field Experience Placement Form,” located in the PracticumManual.

3) Students should fill out the “Education Practicum/Field Experience Placement Form” and “Practicum/Field Experience Observation and Activity Log,” found in the Practicum Manual. Complete the form with the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the form to the course instructor along with your Benchmark Assessment.

4) Spend 5 hours each in two classrooms that service ELL students (10 hours total). Let each of your mentors know that you are observing lesson planning and implementation using the SIOP model. Throughout the practicum experience, observe and interview your mentors (two).

5) Students will also complete a 250-500-word Practicum Reflection (due in Module 7 in addition to the Benchmark Assessment) for each classroom highlighting your observations and interviews. The two observations must be in different grade levels and one placement must be in a Title 1 school.

Assessment: Student Prompts/Teacher Directions

Individual: Lesson Planning with SIOP: A Theoretical Base (Benchmark Assessment)

1) SIOP Lesson Plan

a) Create a lesson plan using the template “SIOP Lesson Plan,” located within the Additional Resources folder of Canyon Connect, for a content area and/or grade level that includes:

i) Identified content and language objectives.

ii) Relevant resources and materials.

iii) 3-5 varied best-practice learning experiences.

iv) APA format is not required, but solid writing skill in APA style is expected.

2) Rationale Essay

a) Write a 1,250–1,500 word rationale for the lesson, comparing and contrasting two major language acquisition theories used to inform the lesson and noting any influence the observations of your mentor teachers may have had on your lesson. You may add a Venn-diagram that summarizes your main points. Speculate as to the success of your lesson plan based on these theories.

b) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

3) Submit your assignment with a title page, to the instructor by the end of Module 7.

Scoring Tool/Guide (Rubric)

Lesson Planning With SIOP: A Theoretical Base

|Criteria |1: Unsatisfactory |2: Less Than Satisfactory |3: Satisfactory |4: Good |5: Excellent |

|Content 95% |

|Standards (25%) |No standards are mentioned in |Standards are inconsistently |Some relevant standards are |Relevant standards are referenced.|Key applicable standards are |

| |lesson. Lesson is not aligned to |alluded to in lesson. Lesson is |referenced. Some |Most key standards are identified.|thoroughly referenced. Lesson is |

| |standards.   |minimally aligned to standards. |key standards are identified. |Lesson is clearly aligned to |guided by and aligned to |

| | |Too many or too few standards are |Lesson |standards. |standards.   |

| | |included. (Lesson may name many |is mostly influenced by standards.| | |

| | |standards instead of focusing on | | | |

| | |important, key standards; | | | |

| | |alternately, lesson may not name | | | |

| | |relevant key standards).  | | | |

|Content and Language |Content and language objectives |Missing either content or language|Both language and content |Most objectives provide a path to |All objectives are aligned to |

|Objectives (25%) |are missing. Content vocabulary is|objectives. Content and language |objectives are present, and most |what students will know and be |standards. Extensive, well-planned|

| |not addressed. |objectives do not provide a clear |are aligned to standards. Stated |able to do as a result of the |focus on teaching and reviewing |

| | |sense of what students will know |language objectives provide a |lesson. Multiple strategies for |content vocabulary before, during,|

| | |and be able to do as a result of |minimal sense of what students |addressing content vocabulary |and after the lesson. |

| | |the lesson. Objectives |will be able to do as a result of |instruction are evident. | |

| | |are unclear, or |the lesson. Adequate attention is | | |

| | |are unrelated to standards. |provided to content vocabulary | | |

| | |Incomplete reference to vocabulary|instruction. | | |

| | |instruction. | | | |

|Learning Experiences (25%) |Activities are absent or unrelated|Many activities are extraneous and|Activities relate to objectives, |Activities provide |Students of many learning styles |

| |to objectives. No differentiation |irrelevant. Limited or |though some are extraneous. |a logical path to meeting |and strengths can benefit from |

| |of instruction is mentioned.  |unsuccessful attempt is made to |Activities are mostly accessible |objectives. Activities are |activities.  |

| | |individualize activities for |to students with different |accessible to students of more |Lesson clearly offers appropriate,|

| | |learning styles or strengths.  |learning styles and strengths.  |than one learning style or |creative, and well-integrated |

| | | |Lesson plan includes |strength.  |challenges for students of all |

| | | |differentiated instruction, |Lesson includes varied |levels, including gifted students,|

| | | |limited to either gifted students,|differentiated instruction for |English language learners, and |

| | | |English language learners, or |gifted students, English language |students with special needs.  |

| | | |students with special needs.  |learners, and students with | |

| | | | |special needs.  | |

|Materials and Resources (10%) |Materials and resources needed for|Materials and resources needed for|A list of materials and resources |A detailed list of materials and |Methodical notes about assembling |

|  |this lesson are not included in |this lesson are included, but |needed for this lesson are |resources needed |materials, contacting outside |

| |plan.  |seem limited or incomplete.  |included.  |for this lesson are included in |guests, or locating additional |

| | | | |plan.  |resources are also included.  |

|Organization 5% |

| | | | | | |

|Mechanics of Writing |Surface errors are pervasive |Frequent and repetitive mechanical|Some mechanical errors or typos |Prose is largely free of |Writer is clearly in control of |

|(includes spelling, |enough |errors distract the reader. |are present, but are not overly |mechanical errors, although a few |standard, written American |

|punctuation, grammar) (1%) |that they impede communication of | |distracting to the reader. |may be present. |English. |

| |meaning. | | | | |

| | | | | | |

|Language Use and Audience |Inappropriate word choice and/or |There are some distracting and/or |Sentence structure |The writer is clearly aware of |The writer uses a variety of |

|Awareness (includes sentence |sentence construction, lack of |inconsistencies in language choice|is correct and occasionally |audience; uses a variety of |sentence constructions, figures of|

|construction, word choice, |variety in language use. Writer |(register), sentence structure, |varies. Language is appropriate to|sentence structures and |speech, and word choice in unique |

|etc) (1%) |appears |and/or word choice. The writer |the targeted audience |appropriate vocabulary for the |and creative ways that are |

| |to be unaware of audience. |exhibits some lack of control in |for the most part. |target audience; uses figures of |appropriate to purpose, |

| | |using figures of speech | |speech to communicate clearly. |discipline, and scope. |

| | |appropriately. | | | |

| | | | | | |

|Essay Structure, Paragraph |Paragraphs and transitions |Some paragraphs and transitions |Paragraphs are generally |A logical progression of ideas |There is a sophisticated |

|Development, |consistently lack unity and |may lack logical progression |competent, but ideas may show some|between paragraphs is apparent. |construction of |

|and Transitions (2%) |coherence; no apparent connections|of ideas, unity, coherence, and/or|inconsistency in organization |Paragraphs exhibit a unity, |the essay. Ideas universally |

| |between paragraphs. Transitions |cohesiveness. |and/or in their relationships to |coherence, and cohesiveness. Topic|progress and relate to each other.|

| |are inappropriate to purpose and |Some degree of organization is |each other. |sentences and concluding remarks |The writer has been careful to use|

| |scope. Organization is disjointed.|evident. | |are used as appropriate to |paragraph and transition |

| | | | |purpose, discipline, and scope. |construction to |

| | | | | |guide the reader. |

|APA Format |APA format and style are not |Title page is present, though |All key elements of an APA title |Plan elements |A broad understanding of APA |

|and Style Requirements (1%) |evident. |missing APA elements; in-text |page are present; an abstract is |are theoretically supported with |format and style is evident in use|

| | |citations, where necessary, are |present and formatted correctly; |accurate citations |of level headings and lists, for |

| | |used though formatted |in-text citations and a reference |and references. |example. |

| | |inaccurately, but not referenced. |section are present with few | | |

| | | |format errors. Mechanics of | | |

| | | |writing are reflective of | | |

| | | |APA style. | | |

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