1 NORTHWEST GEORGIA REGIONAL EDUCATIONAL SERVICE AGENCY ESOL Endorsement Program Methods and Materials NWGA RESA 6/1/2007 Instructor: Lynn Lewis Office: Griffin RESA
2 Conceptual Framework Endorsement and Certification Programs at Northwest Georgia RESA are designed to ensure the candidate is a knowledgeable professional who possesses both a theoretical and practical knowledge base. To be knowledgeable means to have a thorough grounding in the academic content expected of an educated person. All Northwest Georgia RESA endorsement programs have the prerequisite demand that all candidates present evidence of strong undergraduate academic foundation accompanied by successful teaching experience, upon which their endorsement program knowledge is constructed. For all Northwest Georgia RESA candidates, to be knowledgeable means completing and being proficient in concentrated study in the endorsement field of study in which the student chooses to specialize. I. Course Description Methods and Materials in ESOL: Planning, Implementing, and Managing Instruction and Assessment. 5 PLUs. Contact Hours: 50 This course emphasizes the knowledge, understanding, and use of standards-based practices and assessments, and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom and multimedia resources. II. Rationale The Northwest Georgia RESA conceptual framework provides the model supporting the endorsement and alternative route to teacher certification programs. The abundance of diversity of ESOL programs and strategies forces the ESOL educator to be a competent instructional decision maker, administrator, and supervisor. It is necessary for the teacher to have a significant theoretical foundation that will allow him or her to make critical decisions in relation to classroom study. To be a reflective decision maker, a teacher must suspend conclusions until one reflects inward, toward one s knowledge and experience as well as the outward situation. As a reflective decision maker, the process entails active, persistent and careful consideration of the problems of the situation. It allows educators to consciously and deliberately reflect on one s learning as well as instructional practices. III. Textbook(s) Peregoy, S. and Owen Boyle (2000). Reading, writing, and learning in ESL: A resource book for K-12 teachers. Pearson. Boston. ISBN IV. Course Objectives and Outcomes This course will address the following objectives and TESOL Standards as specified by the Professional Standards Commission ( ):
3 Standard 1.b. Language Acquisition and Development 1. Provide rich exposure to English. S.1.b.1 Candidates serve as good language models of English and provide many different types of English language experiences in the classroom. Candidates provide a text-rich environment and display ESOL studentrelated and created text at every opportunity. 2. Provide comprehensible input and scaffolding. S.1.b.2. Candidates establish a range of predictable classroom routines. Candidates regularly provide nonlinguistic contexts, such as visuals, gestures, demonstrations, and hands-on experiences. Candidates provide linguistic support, such as increased wait time, repetition, paraphrase, and comprehension checks, as well as restricted use of asides, slang, and idiomatic expressions. 3. Provide opportunities for meaningful interactions. S.1.b.3. Candidates structure regular pair and cooperative group activities to allow ESOL students to practice using language to negotiate meaning. 4. Help ESOL students develop academic language proficiency. S.1.b.12. Candidates identify ESOL learners academic language needs and provide appropriate instruction and support. Candidates teach essential vocabulary, grammatical, and discourse structures within the context of authentic texts. Candidates help ESOL learners discuss, read, and write about cognitively demanding concepts. 5. Help ESOL students develop effective language learning strategies. S.1.b.13. Candidates teach, model, and help ESOL students develop a range of effective learning and reading (pre-, during, and post-) strategies to deal with academic learning tasks. Standard 2.a. Nature and Role of Culture 6. Demonstrate an understanding and apply knowledge about the effects of racism, stereotyping, and discrimination to ESL teaching and learning. S.2.a.2. Candidates design and deliver instruction that includes anti-bias materials and anti-stereotyping are purposefully addressed. 7. Understand and apply concepts about the interrelationship between language and culture. S.2.a.4. Candidates choice of techniques and materials reflect their sensitivity of the interdependence of language and culture (e.g. different cultures express numbers and colors differently.
4 Standard 2.b. Cultural Groups and Identity 8. Locate and use a range of resources, including the Internet, to learn about world cultures and cultures of students in their classrooms and apply that learning to instruction. S.2.b.1. Candidates use a range of resources about major cultural groups to design and deliver instruction. Candidates integrate different ways of learning and different cultural perspectives into their ESL curriculum and instruction. Standard 3.a. Planning for Standards Based ESL and Content Instruction 9. Create environments that promote standards-based language learning in supportive, accepting classrooms and schools. S.3.a.2. Candidates establish classroom routines during which students demonstrate appreciation for one another. Candidates implement standards-based programs and instructional models appropriate to student needs. Standard 3.b. Managing and Implementing Standards-Based ESL and Content Instruction 10. Organize learning around standards-based subject matter and language learning objectives. S.3.b.1 Candidates provide standards-based ESL and content instruction from relevant national, state, and local frameworks. 11. Incorporate activities, tasks, and assignments that develop authentic uses of language as students learn about content-area material. S.3.b.2. Candidates incorporate activities, tasks, and assignments that develop authentic uses of language as students access content-area learning objectives. 12. Provide activities and materials that integrate listening, speaking, reading, and writing. S.3.b.3. Candidates provide integrated learning activities using authentic sources that build meaning through practice. Candidates model activities to demonstrate ways students may integrate skills (e.g. language and /or content). 13. Develop students listening skills for a variety of academic and social purposes. S.3.b.4. Candidates provide a variety of activities and settings to assist students in making use of what they know in order to listen effectively. 14. Develop students speaking skills for a variety of academic and social purposes. S.3.b.5.
5 Candidates provide opportunities for students to practice a variety of speech registers linked to academic and social activities. 15. Provide standards-based instruction that builds upon students oral English to support learning to read and write. S.3.b.6. Candidates provide standards-based instruction that builds and integrates learners reading and writing as their oral language develops. 16. Provide standards-based reading instruction adapted to ESOL learners. S.3.b.7. Candidates design reading instruction that includes various cueing systems appropriate for ESOL learners. Candidates design and model standards-based reading activities using different genres for students at different proficiency levels and developmental stages, including students with limited literacy in their home languages. Candidates use a variety of texts, including literature and other content materials to support and aid ESOL students reading development. Candidates explain and model explicit reading strategies that assist students with standards-based area course work. 17. Provide standards-based writing instruction adapted to ESOL learners. Develop students writing through a range of activities from sentence formation to expository writing. S.3.b.8. Candidates design and model standards-based writing activities using different genres (e.g. narrative, expository, and argumentative) for students at different proficiency levels and developmental stages, including students with limited literacy in their home languages. Candidates, when appropriate, instruct students regarding contrasts between English and the writing systems of their home languages. Candidates provide opportunities for written assignments that are ungraded, including interactive journals. Candidates provide instruction in a variety of writing development models, including the writing process, which promote high expectations and personal value for writing.
6 Standard 3.c.Using Resources Effectively in ESL Instruction 18. Select, adapt, and use culturally responsive, age-appropriate, and linguistically accessible materials. S.3.c.1. Candidates select and adapt print and visual materials that are appropriate for students age and language proficiency. Candidates use materials that are appropriate for students learning styles. Standard 4.a. Issues of Assessment for ESL 19. Demonstrate an understanding of the purposes of assessment as they relate to ESOL learners and use the results appropriately. S.4.a.1. Candidates prepare their students appropriately for the type of assessment being used, including technology-based assessment. Candidates use L1 assessment to provide benchmarks for student learning. 20. Demonstrate understanding of the limitations of assessment situations and make accommodations for ESOL students. S.4.a.3. Candidates accommodate for psychological situations (e.g., anxiety over timed tests with high-stakes consequences, limited experience with tests), cultural and linguistic bias and use assessment results to determine language dominance. 21. Distinguish between a language difference, gifted, and special education needs for ESOL students. S.4.a.4. Candidates work with a variety of resources, including native language assessment and knowledgeable colleagues to distinguish between language differences, giftedness, and a learning problem for ESOL students. Candidates understand appropriate diagnostic processes and are able to document ESOL student growth and performance required before considering referral for gifted or special education assessment.
7 Standard 4.c. Classroom - Based Assessment for ESL 22. Use performance-based assessment tools and tasks that measure ESOL learners progress toward state and national standards. S.4.c.1. Candidates use a variety of performance-based tools (e.g., portfolios, classroom observations, checklists, reading logs, video, spreadsheet, software) that measure ESOL students progress toward state and national standards. 23. Use various instruments and techniques to assess content-area learning (e.g., math, science, social studies) for ESOL learners at varying levels of language and literacy development. S.4.c.2. Candidates use a variety of instruments and techniques including technology-based assessments to assess ESOL learners knowledge in the content areas at varying levels of English language and literacy ability. Candidates use test adaptation techniques, (e.g., simplifying the language of assessment measures and directions). Candidates make corresponding adaptations in the scoring and interpretation of the results of such assessments. 24. Prepare ESOL students to use self and peer assessment techniques when appropriate. S.4.c.3. Candidates model self and peer assessment techniques and provide opportunities for students to practice these in the classroom. Standard 5.a. ESL Research and History 25. Demonstrate knowledge of language teaching methods in their historical contexts. S.5.a.1. Candidates use their knowledge of the evolution and research base of the field of ESL to design effective instruction. Standard 5.b. Partnerships and Advocacy 26. Advocate for ESOL students access to all available academic resources including instructional technology. S.5.b.3 Candidates share with colleagues the importance of ESOL students equal access to educational resources including technology. Standard 5.c. Professional Development and Collaboration 27. Model academic proficiency in the English language. S.5.c.4. Candidates model effective use of the English language for academic purposes.
8 Northwest Georgia RESA ESOL Methods and Materials SDU Credit: 5 Contact Hours: 50 Course Description: This course is designed to apply second language acquisition theory and cultural knowledge to curriculum design. Various integrative methods, materials and strategies will be introduced and implemented. To meet the needs of second language learners, developments of strategies to be used in both integrated and ESOL pull-out classes will be cultivated in order to enhance the acquisition of the English language. Participants will complete classroom observations of ESOL students, an ESOL teacher, and each participant will teach one lesson from their curriculum unit. Required Text: Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers, 4 th ed., (2005) Suzanne F. Peregoy and Owen F. Boyle Materials: 3 ring binder (2 to 3 ) Supplies for unit lesson teaching experience Goals: The program requires demonstrated competency in ESOL curriculum planning and implementation, the use of a variety of instructional methods, and multiple assessment strategies for teaching English as a second language. The participants will: 1. Apply second language acquisition theory to curricula design and instructional methodology to a practical instructional setting. 2. Develop an extensive repertoire of language-teaching strategies appropriate for various ages, language levels, and differences in educational and cultural backgrounds. 3. Analyze and assess language instruction for teacher s comprehensible input. 4. Design and apply instruction that integrates the language processes of reading, writing, listening, and speaking. 5. Design and apply instruction that integrates academic language acquisition within contextual content area learning. 6. Develop strategies for integrating home, school, and community cultural resources into the language teaching/acquisition process.
9 Evaluation: Participants will be assessed in a variety of ways using a rubric that includes the following items: Curriculum Content unit 35% Teaching and Planning for Standards-Based ESL and Content Instruction [Practicum Experience] 30% Journal entries 15% Class Participation and Professional Development as Advocate for ELL Students 20% All assignments must be completed and participants are expected to attend all classes. Participants completing all requirements will be awarded 5 SDUs by the agency and a final grade of completed (90-100), exceeded ( ), or far exceeded (105+). Explanations of Assignments (35%) Curriculum Content unit: Each participant will plan and design a unit consisting of ten lessons for students in an integrated (both L1 and L2 students) grade level or content area class. Each of the ten lesson plans includes both content and language objectives (sheltered language instruction). The lessons will include modifications for beginning, intermediate, or advanced level ESOL students. Each of the ten lesson plans includes guiding questions (essential questions) or generalizations linked to a set of unit objectives, activating and summarizing strategies, instructional materials (including advanced organizers and other instructional aides), procedures (whole group, small group, pairs, and individual teaching; investigations, presentations, home-school connections, etc.), time for each lesson, target vocabulary, resources, standards, and assessments (pre: may be informal based on observation of need and post: may be a performance assessment). This may be the Unit created in Cultural Issues modified to include strategies to support ESOL students at all levels. When modifying unit, write the modifications in a different color ink or a different font and note modifications.
10 (30%) Teaching and Planning for Standards-Based ESL and Content Instruction [Practicum Experience]: Participant will be video taped while teaching one lesson from his/her Standards-Based ESL and Content unit in either a grade-level class integrated with ESOL students or a content course integrated with ESOL students. Each participant will complete a self-assessment reflection log of teaching experience. The participant will present the lesson along with the video tape, resources, handouts, ESOL students artifacts (work samples, assessments, reading logs, journals, writing assignments, etc.), and participant reflection of teaching experience to the endorsement class Participants will work in a small group to analyze an ELL student s work and then write a plan (Mini lesson) and model a language teaching method (Sheltered Instruction, CALLA, and/or Whole Language) in which the Beginner, Intermediate, or Advanced ELL learner is supported through modifications made using language lesson strategies. This is an in class project to be done on week 8 of this course. (15%) Journal Entries: The participant will write a total of nine (9) reflection journals. The topic for each week s journal in included in the syllabus. The entries should present both thinking about the readings (making connections) and the clinical experiences as it relates to the reading. The journal entries may be submitted to the instructor electronically each week, but it is the participant s responsibility to save, print, and submit these at the end of the course. (20%) Class Participation and Professional Development Activity as Advocate for ELL Students: Participants are expected to be on time, present, prepared and willing to contribute amiably in all classes. Participants will act as an advocate for ELL students by sharing instructional strategies and perspectives during a grade level or staff meeting. Evidence of activity should be submitted to instructor on the last night of class.
11 Tentative Schedule of Classes / Assignments Class 1 Introduction, Class overview Chapters 1 and 2 Class 2 Methods: SDAIE, Cooperative Groups, Thematic Instruction Assessments Chapter 3 Class 3 Oral Language Development Chapter 4 Class 4 Emergent Literacy Chapter 5 Class 5 Process Writing Chapter 6 Class 6 Reading and Literature Instruction Chapter 7 Class 7 Content Reading and Writing: Pre-reading, during reading, and Post reading strategies for organizing and remembering. Chapters 8 and 9 Class 8 Assessments Chapter 10 Group Project Analyzing and Planning Instruction Class 9 Georgia DOE requirements for ESOL Video taped lesson Presentations
12 Class 10 Video taped lesson Presentations All assignments due Referenced texts Echevarria, J., Vogt, M. & Short, D. (2000). Making content comprehensible for English language learners: The SIOP model. Needham, MA: Allyn and Bacon. O Malley, J. M. and Valdez Pierce, L. (1996). Authentic assessment for English language learners. USA: Addison-Wesley. Richards, J and Rodgers, T. (2001). Approaches and methods in language teaching, 2 nd ed. Cambridge, Ma: Cambridge University Press.
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