1 1 Abstract The purpose of this study was to measure the effectiveness of two instructional activities on teacher credential candidates as they learned how to adapt standards-based content lessons and increase vocabulary acquisition for English learners. Responses regarding lesson adaptations for English learners from a lesson plan assignment were used to measure the effectiveness of the activities. The use of the two activities positively contributed to the passage rate on the assignment and the California Teacher Performance Assessments. These results will be used to prepare future teachers in the teacher education program at California State University, Stanislaus to successfully work with English learners.
2 2 Teaching Credential Candidates How to Adapt Lessons and Increase Vocabulary for English Learners Introduction Studies have found that a teacher s ability to instruct English learners (ELs) appropriately and successfully was directly related to the skills and training they received in their credential program (Gandara & Contreras, 2009). Unfortunately, a majority of teachers in states such as California, where ELs represent one-quarter of the student body, have teachers who lack sufficient training in making appropriate learning adaptations for EL students (Bunch, Aguirre, & Tellez, 2009). According to Allington (2002) investing in exemplary teaching through professional development will encourage teachers to assume greater responsibility for the success of their students (p. 746). In the Teacher Education Department at California State University, Stanislaus (CSUS), faculty members have been working diligently to prepare credential candidates for the demands of the Teacher Performance Assessments (TPAs) and adequately teach appropriate lesson adaptations for students with diverse learning needs. Given the unique demographics in the region, where the majority of the classrooms are comprised of students with low socio-economic backgrounds and who speak Spanish as their primary language, the teacher education faculty has decided to focus on ways to improve the credential candidate s ability to create standards-based lessons that provide appropriate lesson adaptations for ELs. The faculty has determined that it is important to research effective teaching activities that will improve the academic performance of our credential candidates on their TPAs and assist the teacher candidates with acquiring skills to help their own EL students at their school-site classrooms be successful. We want to teach them practices that will foster growth in content areas and language development. It is important for
3 3 credential candidates to understand that content-area teachers are also teachers of academic language and that it is not solely the responsibility of the mainstream English or English language development (ELD) teachers to support the language development of students (Aminy & Karathanos, 2011, p.107). It is equally important for faculty in teacher education programs to not only emphasize this theme in their content-area courses but also to model the approaches that they promote with their own EL candidates (Aminy & Karathanos, 2011, p.107 The researchers selected the Sheltered Instruction Observation Protocol (SIOP) model as a resource to find activities that would specifically address the issue of vocabulary acquisition for ELs. The SIOP model promotes the use of content and language objectives in a manner that increases student interaction and creates numerous opportunities for students to use English as they read, write, listen, and speak during a lesson (Vogt & Echevarria, 2006). The two SIOP activities that were adapted and embedded in the elementary and secondary methods courses were: 4-Corner Activity to increase vocabulary acquisition and Bloom s Question Activity to increase student talk in the classroom and improve English language acquisition. The original version of Bloom s Taxonomy is used in the SIOP model to help teachers increase levels of cognition for their students as they progress with a topic using knowledge, comprehension, application, analysis, evaluation, and synthesis skills (Vogt & Echevarria, 2006). Rationale for the Study Since July 2008, the California Commission on Teaching Credentialing has required all teacher credential candidates to pass the Teacher Performance Assessments (TPAs) in order to receive their teaching credential. The California TPAs are aligned with the state-adopted academic content standards for students, as well as with the state content frameworks, the California Standards for the Teaching Profession, and the Teaching Performance Expectations
4 4 (TPEs) (CCTC, 2009). The TPAs include four performance tasks that allow candidates to demonstrate their ability to create comprehensive and reflective lessons that provide appropriate adaptations for English learners (ELs) and special needs students. Along with the demands of TPAs, teacher credential candidates in California are faced with completing their field practicum in one of the most diverse student populations in the world, where more than 60 different languages are spoken with 82% of the ELs speaking Spanish (California Department of Education, 2011). Even with this challenge, the No Child Left Behind Act requires that all students, including ELs, be proficient in all academic areas. This has made it necessary for all teachers to learn how to make appropriate adaptations to instruction in order to help English learners perform at the same level as their English-speaking peers. Credential candidates need to learn how to demonstrate their knowledge and application of lesson planning, assessment, reflection, and instruction on the TPAs, in addition to acquiring skills to appropriately apply clear adaptations for an EL and a special need student on each TPA task. After reviewing data from three years of TPA test administration, the researchers have noted that candidates in the teacher preparation programs at CSUS struggle to meet the academic needs of EL students. A common adaptation for an EL student cited in a TPA was to sit them next to a bilingual student who could help them translate the material. This limited knowledge base made it difficult for candidates to write about multiple adaptations for ELs that are teacher driven and led to a failing score on the TPAs, ultimately leaving them unprepared to assist ELs in their classrooms. The knowledge and skills needed to help these candidates be successful needed to be taught and role modeled by their instructors and then practiced for application to occur.
5 5 Methodology This research project was designed to implement two research-based effective teaching activities for teaching English learners with the assistance of the teacher education faculty in the elementary and secondary education programs at CSUS. This study specifically addressed the objectives of TPE seven, Teaching English Learners: Candidates for a Teaching Credential know and can apply pedagogical theories, principles, and instructional practices for comprehensive instruction of English learners (CCTC, 2009). Forty-seven participants from the elementary education program reading methods class and the secondary education program yearlong methods class participated in a study to analyze the effectiveness of using two research-based activities. The first activity was used to improve the acquisition of vocabulary and concepts used in these respective courses related to the participants content areas, and the second to have the opportunity to use Bloom s Taxonomy as a questioning guide to provide a variety of ways for them to ask questions to check for student understanding. The researchers agreed to role model and facilitate these two teaching activities in each of their courses. The credential candidates had the opportunity to practice these activities with their peers using a peer-coaching model to simulate the actual implementation of these activities during their field practicum. Credential candidates then designed lessons that included these adaptations for their ELs at their school-site classrooms. Their school-site classrooms contained at least 15% EL students. Finally, the candidates had the opportunity to apply them to their TPA practice lesson plans. The credential candidates in these classes completed two TPA practice lesson plan assignments. A four-point rubric was used with a passing score of 3 or 4. The first lesson plan assignment was given to the credential candidates after receiving general information regarding appropriate adaptations for ELs. The faculty observed a lack of teacher directed learning
6 6 activities on this assignment for ELs in the classroom and agreed to investigate ways to use the Sheltered Instruction Observation Protocol (SIOP) model in their credential classes. The faculty decided to use the text 99 Ideas and Activities for Teaching English Learners with the SIOP Model (Vogt & Echevaria, 2008) as a book study and endorsed the SIOP model as an empirically validated model instruction for English learners (p. 3). The researchers adapted two effective learning activities from the text to focus on in their courses. The 47 credential candidates then participated in a simulation activity regarding these learning activities with the intention they would be able to transfer these activities to their own lesson designs. The Research Question guiding the study was: Will the direct teaching and modeling of two research-based effective activities for ELs enable credential candidates to design lessons that incorporate more than one effective adaptation for their ELs that meet the content-standards lesson objectives? The researchers hypothesized that the responses to questions on the lesson plan assignment regarding the adaptations for their EL focus student would contain more relevant teacher directed activities to help them improve upon their scores from the first assignment. It was conjectured that this model would lead to more effective instruction for English learners and increase the passage rate and performance scores on the TPAs for all credential candidates. According to Darling- Hammond (2010), assessment results from tests like the TPAs are the only time that candidates and their instructors can see whether they indeed understand and can apply what they are supposed to be learning (p ). Activities Activity 1 4-Corner Activity Vocabulary learning should play a major role in successful programs for English learners (Gersten & Baker, 2001, p. 8). Research suggests that ELs will benefit from rich,
7 7 intensive vocabulary instruction that emphasizes student-friendly definitions and develops an understanding of word meanings to the point where they are used in conversations and future learning opportunities (Gersten, Baker, Shanahan, Linan-Thompson, Collins, & Scracella, 2007). Therefore, teaching academic vocabulary was one of the focus activities. During teacher education faculty meetings, faculty worked in lesson study groups that centered on planning effective vocabulary instruction in order to assist students in building background knowledge and comprehensible input. Developing lesson plans for intensive vocabulary instruction that included using visual aids to enhance instruction and using a student s native language to link the known to the new were discussed as effective activities. For the focus activity, researchers agreed that using the 4-Corners activity from the workbook 99 Ideas and Activities for Teaching English Learners with the SIOP Model would be a clear way to help our colleagues teach candidates to assist students in the acquisition of content-driven vocabulary by transforming textbook definitions into student-friendly definitions. The 4-Corner activity involves folding a piece of paper into four equal boxes and labeling each box separately; vocabulary word, student friendly definition, a sentence containing the word, and a picture of the vocabulary word (Vogt & Echevarria, 2008, p. 40) (Appendix A). Credential candidates were instructed on the different tiers of vocabulary (tier 1-basic words, tier 2 high utility words, tier 3 low frequency, domain specific words) and how to choose words with the most utility and that would be best for their students to learn. A number of examples were shared with candidates to ensure they understood how to use these activities and be able to give similar instructions to their own students. Using their own content area, credential candidates were instructed to find a vocabulary word and complete the 4-Corner activity themselves. They explained their 4-corner vocabulary word to similar content area or grade level group members. Finally, credential candidates had the
8 8 opportunity to include this activity in a lesson as an adaptation for an EL student at their fieldwork site. Activity 2 - Bloom s Questioning Activity The teacher education faculty examined a variety of activities that would increase student talk to improve English language acquisition, while decreasing teacher talk in the classroom. Some activities included think-pair-share activities, using sentence frames, understanding English language development, and designing prompts to increase language levels. The decision was to use the original and revised versions of Bloom s Taxonomy to vary questions for language demands and provide a variety of ways to check for understanding. The adapted version of Canned Questions activity in the workbook 99 Ideas and Activities for Teaching English Learners with the SIOP Model (p. 77) was the activity the faculty focused on. Rather than using the actual activity that provided sentence starters for each of the levels of understanding, the faculty decided to go through a process where credential candidates would be able to develop their own questions and discuss how teacher questioning was able to increase student talk in the classroom. Credential candidates were divided into six groups. Each group was given a picture (six pictures in all were used for this activity). The idea was to create a question using the original Bloom s Taxonomy higher level thinking categories in the workbook or the revised version of Bloom s Taxonomy called Bloom s Critical Thinking Cue Questions (Center for Resource Management, 2007) that one could answer from the picture. The original Bloom s Taxonomy, which classifies levels of intellectual behavior, included the following question topics for each picture at each level: Knowledge (the main part of the picture); Comprehension (an explanation of the picture); Application (an example of the main part); Analysis (a comparison the main part); Synthesis (something created from the picture); and,
9 9 Evaluation (something concluded from the picture) (Vogt & Echevaria, 2008). The revised Bloom s Taxonomy included the following topics with a choice of selected question starters: Remembering (What is Where is ); Understanding (How would you summarize What would you say about ); Applying (How would you use. What would happen if.); Analyzing (Why do you think How would you classify ); Evaluating (Why do you agree with What is your opinion of ); and Creating (What would happen if How would you improve ) (Center for Resource Management, 2007). The credential candidates wrote their questions on the picture and passed it to the next group. Each group created a new question using a different level question from the previous group. Papers were traded until all six of Bloom s levels of questions were represented. The group members were then asked to analyze the six questions that were created for each picture as they related to Bloom s Taxonomy. The candidates were also asked to compare the questions that were created using the two different versions of Bloom s Taxonomy (Appendix B). The discussion centered on getting students to think and talk on different levels based on their language abilities and comprehension. Appropriately asked questions assisted in helping teachers scaffold student s language development and provided more opportunities for them to talk. Once this was done in class, candidates had the opportunity to practice this activity in the field in their own classrooms. Data Collection The Data collected for this study included the two practice lessons for TPA Task One and Task Two. Overall TPAs were analyzed using the four-point rubric with a score of a three or four as passing, and one and two as not passing was the same used in the actual TPA administration and scoring, as well as the specific types of EL adaptations the candidates were using in their
10 10 lessons. The results of their Task Two lessons were compared with their Task One lessons that were completed before the activities were introduced to see if the activities taught had any effect on their usage of appropriate adaptations for the EL students and ultimately increase the rubric score or passage rate. Results The credential candidates who participated in this study showed overall improvement on their second TPA practice lesson plan assignment compared to their first TPA lesson plan assignment especially on their responses to the EL adaptation questions for an EL focus student. Subsequently, the 47 credential candidates who participated in this study had a 100% passage rate on their second TPA assessment compared to the 90% passage rate on the first TPA assessment. Although not all of the elementary and secondary credential candidates in the programs were compared, there was an increase in the passage rate on all TPA tasks between Task One and Task Two. On the first lesson plan assignment, the majority of the credential candidates responded to the EL adaptation question with seating the student next to a Spanish-speaking student who was proficient in English. Also mentioned on some tasks, but not consistently were: Providing the EL student a handout with terms translated into Spanish or a picture of the material; using visuals aids to help with vocabulary comprehension; graphic organizers; one-on-one time; modifying the number of problems for homework; and, using a white board to check for understanding. On the second lesson plan assignment, the majority of the credential candidates still included seating the student next to a Spanish-speaking student who was proficient in English as an adaptation. The responses, however, included more diverse and consistent use of adaptations and many were specifically centered on the various levels of questioning related to Bloom s
11 11 Taxonomy. The answers included the following adaptations: simplifying the reading for vocabulary comprehension; creating specific graphic organizers; providing specific instructions for pair-share activities; providing visual aids for vocabulary words; utilizing different levels of questioning to check for understanding; extra time on assignments; use of note cards on assessments; using the 4-Corner activity; and, incorporating the six questioning cues on the revised Bloom s Taxonomy. Conclusion The responses indicated that focusing on two effective research-based activities in the credential classes improved the credential candidates ability to make adaptations for ELs in their lesson plans. Activities were used in order to assist students with the acquisition of content-based vocabulary and concepts and increase student talk to check for understanding in a variety of ways. The research indicated that the faculty in the Teacher Education Department at CSUS should continue to discuss and role model effective instructional activities in all of the program classes. Teacher education programs can use TPA data to flag program needs, guide improvements, and track progress (Darling-Hammond, 2010, p.23). Moreover, the increased use of appropriate adaptation on lesson plans and TPAs informed the faculty that they were moving in the right direction of meeting the instructional needs of ELs and effectively teaching learning activities that will ultimately assist our credential candidates with the transition to the Common Core Standards.
12 12 References Allington, R. (2002). What I ve learned about effective reading instruction from a decade of studying exemplary elementary classroom teachers. Phi Delta Kappan, 83 (10), Retrieved from Aminy, M. & Karanthanos, K. (2011). Benefiting the educator and student alike: Effective strategies for supporting the academic language development for English learner teacher candidates. Issues in Teacher Education. 20 (2), California Commission on Teacher Credentialing. (2009). Cal TPA California teacher performance assessment candidate handbook. Sacramento, CA: Author. California Department of Education. (2011). Data and statistics. Retrieved from Center for Resource Management, in partnership with the Council of Chief State School Officers (August 2007). Retrieved from Darling-Hammond, L. (2010). How teacher performance assessments can measure and improve teaching. Retrieved from Gándara, P. & Contreras, F. (2009). The Latino education crisis: The consequences of failed social policies. Cambridge, MA: Harvard University Press. Gersten, R. & Baker, S. (2001). Practices for English-Language Learners. An overview of instructional practices for English-language learners: Prominent themes and future directions. National Institute for Urban School Improvement. Retrieved from
13 13 Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scracella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practical guide. Retrieved from U.S Department of Education website ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=6. Goldenberg, C. (2008). Teaching English language learners: What the research does and does not say. American Educator. Vogt, M. & Echevarria, J. (2006). 99 ideas and activities for teaching English learners with the SIOP model. Boston, MA: Pearson.
14 TEACHING CREDENTIAL CANDIDATES HOW TO ADAPT LESSONS AND Appendix A 4-Corner Activity Elementary Credential Program Example: Secondary Credential Program Example: 14
15 15 Appendix B Bloom s Questioning Activity Below is an example from one picture from the Bloom s questioning activity. Picture #1 - Pot of gold at the end of a rainbow Elementary Credential Candidates Responses using the original version of Bloom s Taxonomy: 1. Knowledge- How many colors are in the rainbow? 2. Comprehension- Describe what is in the picture? 3. Application- How is a rainbow formed? 4. Analysis- How is this picture of a rainbow like a real rainbow? 5. Synthesis- Compose a song about this rainbow and pot of gold 6. Evaluation- Can there really be a pot of gold at the end of rainbow? Secondary Credential Candidates Responses using the revised version of Bloom s Taxonomy: 1. Remembering Who or what is the main subject of this picture? 2. Understanding What can you say about the picture? 3. Applying How would you use the gold that you found in the pot? 4. Analyzing What do you think causes the rainbow to form? 5. Evaluating What is your opinion on the myth that there is a pot of gold at the end of a rainbow? 6. Creating If the puppy and the flower could have a conversation, then what would they talk about?
Standards-Based Instruction 2 The U.S. educational system has for the last decade focused on standardsbased teaching and assessment. Under the No Child Left Behind Act (2002) every state was required to
Department of Teacher Education Graduate Programs Reading Teacher Internship Guidelines Masters Degree in Education: Reading Teacher Endorsement Revised Fall 2012 Table of Contents To The Candidate...3
The California Teaching Performance Assessment (CalTPA) Frequently Asked Questions The information presented in this guide is meant to serve as introductory information. After reading this document, candidates
With Literacy for All: Making Challenging Texts Accessible for Students IDEAS Conference St. Simons Island, GA June 2012 Essential Question How can I achieve the CCGPS expectation that students will meet
CIEP 472 Methods and Materials of Teaching ESL English Language Teaching and Learning Loyola University Chicago School of Education Spring 2013 1 Course instructor: Carol Gibbs M.Ed. Course sections: Wednesdays
TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS Melissa McGavock Director of Bilingual Education Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers Making Content Comprehensible
California University Intermediate Unit 1 ESL Professional Development Project The California University of Pennsylvania (Cal U)/ Intermediate Unit 1 (IU1) English as a Second Language (ESL) Professional
Supporting English Language Learners English language learners are a richly heterogeneous group. The paths they take to acquire a new language and to adjust to their new environment are also varied and
ELL Program Road Maps INTRODUCTION January 2016 Contents 1 Introduction 3 Core beliefs 4 Which ELL program model is best for my school? 7 References Introduction In spring 2015, the Beaverton School District
A SCOE Publication, October 2008 Resource School and classroom structures for comprehensive ELD instruction As more and more English learners join our school communities, administrators and classroom teachers
Literacy is found in all content areas. Therefore, we think it is important to address literacy through the lens of an English Language Learner. 1 Today we are going to be talking about how literacy is
Selected Instructional Aids from Biography-Driven Culturally Responsive Teaching SOCORRO HERRERA Teachers College, Columbia University New York and London This material appears in Biography-Driven Culturally
Program Overview Introduction This guide discusses Language Central for Math s program components, instructional design, and lesson features. What is Language Central for Math? Program Components Language
WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement
Access For All Learners Building Blocks to Integrate Content and Literacy Instruction The UC Berkeley History-Social Science Project (UCBHSSP) has developed classroomtested literacy strategies to improve
CSU Fullerton, October 2010 Overview - 1 Commission on Teacher Credentialing Biennial Report California State University, Fullerton REPORT OVERVIEW Programs Included in the Report The Education Unit at
Helping English Language Learners Understand Content Area Texts English language learners (ELLs) experience intense problems in content area learning because they have not yet acquired the language proficiency
Course Description OTTAWA ONLINE ECE-30050 Early Childhood Math Methods Examines theories of cognitive development framework to understand how young children acquire math skills, concepts and abilities.
Using state assessments for teaching English language learners ABSTRACT John Luster National University Populations of minority students the United States have increased steadily over the past few decades
California Department of Education August 20, 2012 Foundational Literacy Skills for English Learners Introduction Foundational literacy skills which primarily address print concepts, phonological awareness,
COMMISSION ON TEACHER CREDENTIALING Supporting English Learners with Disabilities Symposium May 3, 2016 PREPARING TEACHERS TO SUPPORT ENGLISH LEARNERS WITH DISABILITIES Paula Jacobs William Hatrick Education
DATA COLLECTION PROCEDURES Following are the directions to collect ELL students in the ESL and Bilingual Education. All data collection forms were either consolidated or revised. The forms are enclosed
FRESNO ASSESSMENT OF STUDENT TEACHERS (FAST, V. 1.2) A MANUAL FOR T EACHER CANDIDATES Kremen School of Education and Human Development Office of the Dean 5005 N. Maple Ave. M/S ED1 Fresno, CA 93740-8025
APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is
MATTC Course Descriptions Multiple Subject Courses: 250. Ethics, Diversity, Reflection: Introduction to K-12 Teaching This course focuses on credential candidates professional development and their integration
Teacher Performance Assessment (TPA) Secondary English Language Arts Assessment Handbook October 2011 This handbook is intended for use only by participants in the TPA Field Test. This Field Test TPA Handbook
As a student prepares to move to secondary school, a final assessment should be carried out by the ESL teacher to determine their stage of language proficiency. The ESL/ELD Resource Group of Ontario (ERGO)
Department of Teacher Education Graduate Programs Culturally and Linguistically Diverse Internship Guidelines Masters Degree in Education: Culturally & Linguistically Diverse ( ESL ) Endorsement Revised
Teaching Math to English Language Learners 1 If you are a classroom teacher, it is likely that you have students in your class for whom English is a second language. It is also likely that, while language
Merging Secondary & Special Education Teacher Preparation Ann Fullerton, Barbara Ruben, Sue Bert, Stephanie McBride Portland State University Webinar on Secondary Dual Certification Sponsored by Office
Help! My Student Doesn t Speak English. 10 Tips To Help Your English Language Learners Succeed Today 1. Use your test data. Examine the teacher reports for each student who has been assessed with the Assessing
Course-Based Key Assessment #4 ESOL Teaching Portfolio and Summary of Field Experience Used in TESL 5040 Practicum in ESOL Introduction Advanced teacher candidates work with an experienced, certified ESOL
November 2011 www.cal.org/create The SIOP Model: A Professional Development Framework for a Comprehensive School-Wide Intervention Jana Echevarría, California State University, Long Beach Deborah J. Short,
Task 1: Principles of Content-Specific and Developmentally Appropriate Pedagogy for Single Subject In Task 1: Principles of Content-Specific and Developmentally Appropriate Pedagogy includes four scenarios.
Alignment Guide Supplemental Educational Services Featuring ReadAbout The following chart details how ReadAbout can support the development of a Supplemental Educational Services (SES) program. The criteria
Antioch University Los Angeles 1 Master of Arts in Education/Teacher Credential OVERVIEW OF PRELIMINARY TEACHING CREDENTIALS The Teaching Credential program stands alone and its coursework can be completed
Teacher Evaluation Missouri s Educator Evaluation System Teacher Evaluation Protocol Introduction Missouri s Educator Evaluation System was created and refined by hundreds of educators across the state.
FRESNO ASSESSMENT OF STUDENT TEACHERS (FAST, V. 1.2) A MANUAL FOR T EACHER CANDIDATES Fresno Assessment of Student Teachers Alignment with Teaching Performance Expectations California Teaching Performance
Endorsement English as a Second Language P-12 16 KAR 2:010. Kentucky teaching certificates. Graduate Catalog: http://www.gradschool.eku.edu/gradcatalog/ September 2008 EKU Graduate Program Review Documents:
MA Degree: Core Curriculum and Specializations Coursework Overview: Elementary and Special Education DTR Course Work Plan 2012-2013 Degree Plan: Master s Degree in Curriculum and Instruction to begin June,
Literacy Design Collaborative and Struggling Readers: A Perfect Match Avalon Middle School, Orange County, Florida High Schools That Work In Florida, middle grades students take the Florida Comprehensive
TEACHING SAMPLE PROJECT Fresno Assessment of Student Teachers (FAST) (NAEYC Standards 1,2,3,4,5 See #1A for Addendum) Successful teachers support learning by designing instructional units that employ a
INDIANA DEPARTMENT OF EDUCATION Office of English Language Learning & Migrant Education Guidelines to Satisfy Legal Requirements of Title VI of the Civil Rights Act of 1964 (42 USCS, 2000d) Lau v. Nichols
SIOP in Action Supporting SIOP Implementation with Authentic Classroom Video TESOL Conference March 22, 2013 www.cal.org/siop Overview of SIOP The Sheltered Instruction Observation Protocol (SIOP) Model
Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model LEARNING-FOCUSED provides schools and districts with the best solutions
For Special Education and Reading/Writing MA Students seeking the endorsement in Culturally and Linguistically Diverse Education (CLDE) Students who are completing or have completed the Special Education
The School District of Osceola County, Florida Melba Luciano, Superintendent ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) ADD-ON ENDORSEMENT 2015 The School District of Osceola County, Florida Student
Master s Credential Cohort Program 2015 Supplementary Information for MCC Special Education Candidates The student teaching component of the Masters Credential Cohort (MCC) pathway consists of one semester
Vocabulary Building Strategies to use When Working with ELL Students Dr. María Torres Director of Diversity and ESOL Ilona Olancin Secondary ELL Curriculum Facilitator Academic Development We require English
Master s Credential Cohort Program 2015-16 Supplementary Information for MCC Special Education Candidates The student teaching component of the Masters Credential Cohort (MCC) pathway consists of one semester
Secondary Program Descriptions Designated ELD at the Secondary Level CVUSD requires that sites group students who score in the Beginning through Intermediate CELDT levels by proficiency to receive daily
Exemplary Planning Commentary: Elementary Literacy! This example commentary is for training purposes only. Copying or replicating responses from this example for use on a portfolio violates TPA policies.
WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English
" The UCSC Master of Arts in Education and Teacher Credential Program prepares teachers for California's underserved students. Through a combination of coursework, classroom placements and research projects,
Teaching Strategies System for Preschool Research Foundation English- and Dual-Language Learners 2011 Teaching Strategies, Inc. All Rights Reserved. Teaching Strategies System for Preschool Research Foundation
The California State University TEACHER PREPARATION: Helping to Close the Achievement Gap www.calstate.edu Office of the Chancellor 401 Golden Shore Long Beach, CA 90802-4210 Partnership for Success The
Lesson Planning 101: Essential Parts of a Lesson Plan by Sarah Sahr email@example.com Part 1: Objectives No one would argue that writing a good lesson plan starts with an excellent objective or two Let s
GOOSE CREEK CONSOLIDATED INDEPENDENT SCHOOL DISTRICT BILINGUAL/ESL EDUCATION PROGRAM PK 12th Unity through Language Mission Statement The mission of the Goose Creek CISD Bilingual/ESL Education Program
Teacher Preparation Program Standards Overview Program Standards for Multiple/Single Subject, Education Specialist and Career Technical Education Teacher Preparation I: Program Design Standards I: Program
A Study Guide for Word & Wise Content rich Grades 7 12 Five Essential Steps to Teaching Academic Vocabulary Douglas Fisher and Nancy Frey HEINEMANN Portsmouth, NH A Study Guide for & Word Grades 7 12 Wise
CALIFORNIA STATE UNIVERSITY, SAN MARCOS COLLEGE OF EDUCATION EDMI 555 Middle Level Multilingual Education Fall 2003 Dates & Times Vary Gateway Center / Woodland Park Middle School Professor: Annette M.
Writing learning objectives This material was excerpted and adapted from the following web site: http://www.utexas.edu/academic/diia/assessment/iar/students/plan/objectives/ What is a learning objective?
A Guide for Educators of English Language Learners "The struggle for justice does not end when the school bell rings" Table of Contents Section 1: A General Overview of ELL Education K-12 in New York City
Alignment of Taxonomies Bloom s Taxonomy of Cognitive Domain Bloom s Taxonomy Cognitive Domain Revised Cognitive Demand Mathematics Cognitive Demand English Language Arts Webb s Depth of Knowledge Knowledge
Holyoke English Language Learners Program Opportunities & Services Program Models ELL students ts participate i t in mixed groupings so they can learn with English-speaking peers. Certified ESL, ELL or
The Elementary Education Program Brandeis University Waltham, MA 02454 The Brandeis Education Program seeks to prepare teachers with a strong liberal arts background who possess the knowledge, point of
The Learning Cube: Engaging the Whole Child, Every Child John Antonetti Colleagues on Call john @411oncall.com Personal Response Clear/Modeled Expectations Emotional/Intellectual Safety Learning with Others
Improve the Academic Achievement of English Learners 3 Ways Pearson Professional Development can help your district close the achievement gap for English learners. 1 2 3 Implement a scientifically validated
WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades PreKindergarten-Kindergarten Includes: Performance Definitions CAN DO Descriptors For use in conjunction
Please use this assessment in conjunction with the for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates
Study Guide Developing Literate Mathematicians: A Guide for Integrating Language and Literacy Instruction into Secondary Mathematics Wendy Ward Hoffer The purpose of the book, Developing Literate Mathematicians,
Supporting English-Language Learners in Mainstream Classrooms Sylvia Valentin Department of Education Niagara University Abstract The student population in school classrooms across the United States continues
Master s Degree Portfolio Project Introduction The portfolio project serves as the capstone activity for the master s degree program in the Department of Secondary Education. The portfolio will provide
How Can I Get the Answer If I Don t Understand the Question?: Teaching Mathematics to English Language Learners Betsy Wood ESL Teacher, Westerville City Schools Keywords Mathematics vocabulary instruction,
Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency
Second Language Acquisition Stages Stephen Krashen (1986) Silent and Receptive Stage do not verbally respond to communication in the second language although there is receptive processing. should be actively
APEC Online Consumer Checklist for English Language Programs The APEC Online Consumer Checklist For English Language Programs will serve the training needs of government officials, businesspeople, students,
Criteria for Evaluating Instructional Materials in Science, Kindergarten Through Grade Eight Instructional materials are adopted by the state for the purpose of helping teachers present the content set
Task 1: Principles of Content-Specific and Developmentally Appropriate Pedagogy for Multiple Subjects In Task 1: Principles of Content-Specific and Developmentally Appropriate Pedagogy includes four scenarios.
Grade 5: Module 1: Unit 2: Lesson 17 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name