Spring 1998 - Northern Arizona University



The mission of the College of Education at Northern Arizona University is to prepare education professionals to create the schools of tomorrow.

Northern Arizona University

College of Education

BME 331 (W)

Structured English Immersion in Early Childhood Settings

3 credit hours

Instructor:

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Office Hours:

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Course Prerequisites: Acceptance into Early Childhood program

Course Description:

The teaching of content in English to English learners in a PreK-3 setting using appropriate approaches, methods and techniques.

Student Learning Expectations/Outcomes for this Course:

Students will:

1. Study the philosophy and theory of Structured English Immersion.

2. Become familiar with and practice the techniques, approaches, and strategies of Structured English Immersion in PreK-3 settings.

3. Experiment with strategies for the negotiation of meaning in the classroom.

4. Refine interaction and communication skills that are culturally appropriate with local ethnic groups.

5. Understand classroom strategies for collaboration between language and content instructors.

6. Understand alternative models and the relationship between content-based instruction, and other instructional approaches.

7. Design a SIOP lesson for ELLs in a content area at an appropriate grade level.

Course Structure

These objectives will be accomplished through reading of required texts, class discussions, demonstrations, exams, and completion of a research paper.

Textbook and Required Materials:

Snow, M., & Brinton, D. (1997). The content-based classroom: Perspectives on

integrating language and content. Boston: Pearson Education.

Echeverria, J., Vogt, M., & Short, D. (2003). Making content comprehensible for English

language learners: The SIOP model. Boston: Allyn & Bacon.

Recommended Optional Materials/References:

Schinke-Llano, L. & Rauff, R. (1996). New ways in teaching young children. Alexandria,

VA: Teachers of English to Speakers of Other Languages.

Cole, A. (2004). When reading begins. Portsmouth, NH: Heinemann.

Prior, J. & Gerard, M. (2004). Environmental print in the classroom: Meaningful

connections for learning to read. Newark, DE: International Reading

Association.

Additional articles are available on the Cline Library Course Reserve Web Page.

Course outline:

Week Topic Assigned Reading

1. Introducing Sheltered Instruction Echavarria Ch. 1

2. Building Background, Lesson Preparation Echavarria Ch. 2, 3

3. Instructional Strategies Echavarria Ch. 5

4 Interaction in the SIOP Classroom Echavarria Ch 6

4. Instructional Practice and Application Echavarria Ch. 7

3. Lesson Delivery Echavarria Ch. 8

4. Review and Assessment Echavarria Ch 9

5. SIOP Lesson

6. Midterm Exam

7. Research foundations Snow Ch. 1

8. K-12 Instruction Snow Ch. 1, 2

9. Curriculum Design Snow Ch. 11, 12

10. Teacher preparation Snow Ch. 14

11. Alternative Models Snow Ch. 21, 22

12. Research Presentations

13. Research Presentations

14 Review

15. Final Exam

Assessment of Student Learning Outcomes:

Assessment of student learning will take place in the following forms:

Class Participation and Discussion

Literature Review

SIOP Lesson

Midterm Exam

Research Paper

Research Presentation

Final Exam

Course Requirements

1. Class participation

Regular attendance, reading of assigned materials, as well as active participation in class discussions and activities will be expected.

2. Exams

Midterm and final examinations will consist of essay and short answer questions which cover the content and application of assigned readings, lectures, group discussions and presentations.

3. SIOP Lesson.

Develop a SIOP lessons appropriate to the community where you teach. This project will include a lesson plan and an annotated bibliography and may include a web page or curriculum materials which you develop to teach the lesson. Demonstrate a portion of this lesson to the class. Prepare a 1-p. handout for the demonstration.

4. Research paper proposal (2 pages)

Identify a successful SIOP early childhood program and write a proposal for a research project to including elements of the program which you will implement at your own grade level.

5. Literature review (5 pages)

Review 4 articles from the Online Course Reserve to explore your research topic. Integrate your reading with the topic you have selected. Use APA format to cite references.

6. Research paper Draft I (20 pages)

Write a 20 page paper in APA format integrating your proposal and literature review.

7. Research paper Draft II (20 pages)

Revise your research paper using feedback from the instructor.

8. Research presentation

Present your research to the class. Lead a discussion which includes suggestions for implementing the SIOP model in your classroom. Respond to two of your classmates.

9. Strengths and goals essay. (1-2 pages)

Reflect on your strengths and goals for future development.

Grading System:

Grade Distribution and Assignment Due Dates

A=90-100% B=80-89% C=70-79% D=60-69% F= - 59%

1. SIOP Lesson 100 Wk. 4

2. Proposal 25 Wk. 2

3. Literature Review 100 Wk. 8

4. Midterm 100 Wk. 6

5. Research Paper (Final Draft) 150 Wk. 12

6. Presentation 50 Wk 12, 13

7. Strengths and goals essay 50 Wk 14

8. Final Exam 100 Wk. 15

Course Policy:

• Because of the emergent and personalized nature of this course, regular class attendance and participation are crucial. Class attendance and participation are expected every session the class meets. You are expected to arrive at class on time and remain for the entire session in order to earn points for class attendance and participation. (If you miss more than three classes, you will automatically drop a letter grade.)

• You will be expected to come to class prepared to fully participate and discuss the assigned readings.

• Assignments will be accepted on or before due dates. Late assignments will result in the loss of points.

• If you are unable to take an exam at the regularly scheduled time, the instructor should be contacted prior to the exam.

• Work submitted is expected to be of college/professional quality and appearance. All assignments are to be typed, double spaced, and checked for spelling, grammatical errors, and clarity.

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