University of North Texas at Dallas Spring 2014 SYLLABUS EDBE Curriculum and Assessment for Bilingual and ESL Classrooms.

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1 University of North Texas at Dallas Spring 2014 SYLLABUS EDBE Curriculum and Assessment for Bilingual and ESL Classrooms 3Hrs Department of Teacher Education and Administration Division of Education and Human Services Instructor Name: Dr. Ruth J. Guevara Office Location: Bldg 2 office 254 Office Phone: (972) Address: Ruth.Guevara@unt.edu Office Hours: Mon. & Wed. 9:00am - 1:00, Thurs. 1:00pm 4:00pm & Friday 1:00pm-4:00pm. Call and or in advance to schedule an appointment. Virtual Office s received by 4 PM will receive a response by 5:00pm the following day. Hours: Send a text message to Alternative DrLucy05@yahoo.com Classroom Location: Class Meeting Days & Times: UNT Dallas 7300 University Hills Blvd., Bldg. 1 # 208 Tuesday 5:30pm 8:20pm Course Catalog Description: Examination of the organization of curriculum for second language learners with special focus on testing and evaluation procedures appropriate for bilingual and ESL classrooms; study of formal and informal assessment of language proficiency for instructional purposes and use of standardized achievement tests. Required for students seeking EC-6 or 4-8 generalist certification with specialization in bilingual or ESL education. Prerequisites: EDBE 3470, 3480 and admission to Teacher Education or consent of department. Co-requisites: May be taken concurrently with EDBE Required Texts: Herrera, S. G., Murry, K. G., & Cabral, R. M. (2012). Assessment accommodations for classroom teachers of culturally and linguistically diverse students. Boston: Pearson Education. Brantley, D. K. (2007). Instructional assessment of English language learners in the K-8 classroom. NY: Allyn and Bacon. Texas Education Agency websites, LPAC Manual, TAKS Tests Samples, TELPAS, and List of Approved Tests in Texas. Recommended Text and References: Rhodes, R. L., Ochoa, S. H., & Ortiz, S. O. (2005). Assessing Culturally and Linguistically Diverse Students: A Practical Guide. New York: Guilford Press. 1

2 Access to Learning Resources: UNT Dallas Library: phone: (972) ; web: UNT Dallas Bookstore: phone: (972) ; Course Goals or Overview: The goal of this course is to help teacher candidates develop and understanding for assessment and evaluation of English language learners in bilingual and ESL classrooms. Learning Objectives/Outcomes: At the end of this course, the student will 1 Understand state-mandated LEP identification procedures and placement and exit criteria, including the role of LPAC (ESL VI 6.4k). 2 Understand relationships among state-mandated standards, instruction, and assessment in the ESL classroom (ESL VI 6.5k, TESOL 4, INTASC 8). 3 Understand state educator certification standards in reading/language arts appropriate for the teacher s level of certification and distinctive elements in the application of the standards for English and the primary language (Bilingual IV- 4.1k). 4 Use a variety of literacy assessments to plan and implement literacy instruction in the primary language (Bilingual 4.3s). 5 Assess and monitor learners level of proficiency in oral and written language and reading in L1 and L2 to plan appropriate literacy instruction (Bilingual 5.3s). 6 Develop informal (alternative) assessment measures, including portfolios and dialogue journals. 7 Assess an English Language learner to learn to make instructional decisions for placement. 8 Understands how to assist students in the transfer of literacy skills from L1 to L2 by using students prior knowledge in L1 to facilitate the acquisition of L2. TK20 This course requires the case study to be uploaded the week before final exams and assessed by the instructor in the UNT TK20 Assessment System. This will require a one-time purchase of TK20. Student subscriptions will be effective for seven years from the date of purchase. Please go to the following web link for directions on how to purchase Tk20, Announcements regarding training on use of the TK20 system will also be posted on this webpage. NEW EDUCATOR STANDARDS The content and objectives of this course are aligned with the INTASC Standards of the Department of Teacher Education, with the state of Texas ESL standards, and with the National Teachers of English for Speakers of Other Languages (TESOL) standards. INTASC STANDARD 8 The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. TESOL Standard 4 Assessment Candidates understand issues of assessment and use of standards-based measures with ESOL students. 2

3 STATE Standards State ELAR Standard X The teacher understands the basic principles of assessment and uses a variety of literacy assessment practices to plan and implement literacy instruction for young students. State ESL 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. State Bilingual Standard IV, V The bilingual education teacher has a comprehensive knowledge of the development and assessment of literacy in the primary language. EVALUATION CRITERIA This course will use the following grading scale: % A 80-89% B 70-79% C 60-69% D Below 60% F Grading Matrix: Instrument Class Discussion Assignments [INTASC 8, TESOL 4, TEXES ELAR 10, TEXES ESL 6, TEXES Bilingual 4, 5] Synthesis about the administration and scoring of the, Tejas Lee, TELPAS, and STARR tests [TEXES ELAR 10, TEXES ESL 6, TEXES Bilingual 4, 5] Demonstration of modifications and accommodations for Beginning, intermediate and advanced ELL students Creation of 4 informal classroom assessments for administration to an ELL student (listening, speaking, reading, and writing) [INTASC 8, TESOL 4, TEXES ELAR 10, TEXES ELAR 1-9, TEXES ESL 6, TEXES Bilingual 4, 5] Case Study Please refer to the assignment description and rubric. The rubric on TK20 is based on 100 points. Results will be divided by 100 and multiplied by 35 to obtain the percentage for this assignment [INTASC 8, TESOL 4, TEXES ELAR 1-9, TEXES ELAR 10, TEXES ESL 6, TEXES Bilingual 4, 5] Exam Total Grade Percentages 5% percent 15% percent 15% percent 15% percent 35% percent 15% percent 100 percent Extra Credit: Five (5) extra credit points will be assigned to students overall grade if they attend a conference related to ESL or bilingual education. Proof of attendance will be required. 3

4 VIII. COURSE OUTLINE AND ASSIGNMENT DEADLINES Weekly Schedule Week 1 January M 13 th W 15 th Thu.16 th Reading Assessments Assignment Due Introduction to assessment, syllabus, and textbooks. 1. English Language Learners in Today s Classrooms pp Visit http: ell/ This course requires assessments conducted with a student enrolled in a bilingual, ESL, and or Special Education program in a public school. Additional information will be provided in support of the key assignment for this course. Key assignment: Case Study Week 2 January W 22 nd, Thu. 23 rd Herrera Chapter 1. Classroom Assessment amidst Cultural and Linguistic Diversity pp Identify ELL Participant One page on the student s background 4

5 Week 3 January M, 27 th, W 29 th Thu. 30 th 2. Understanding the Principles of Second Language Acquisition and Relation to Assessment pp Herrera Chapter 5. Assessment of Language Proficiency pp SOLOM Home Language Survey Expressive Communicative Rubric LAS Woodcock Munoz Portfolio Assessment Tentative Plan of Action Discussion and video: ELLs with Learning Disabilities, Dr. Elsa Cardenas- Hagan; Colorin Colorado webcast Notes and reflection 5

6 Week 4 February M 3 rd W 5 th, Thu., 6 th 3. Instructional and Theoretical Foundations of Assessment pp Herrera Chapter 2. Authentic Assessments pp TELPAS Reading (To be handed out by instructor) Informal Assessments Formative Assessments Summaries & reflections, lists, charts, and graphic organizers, visual representations of information, collaborative activities Standardized -Norm Referenced -Criterion Colorin Colorado webcast Dr. Lorrain Pierce-Valdes Assessment & ELLs Notes and reflection Bring examples of informal assessments as each assessment applies to content. ELAR reading, writing, spelling, language, vocabulary, etc. Math Reading Math Story Problems Science Reading passages, content and concepts. Questions and comprehension check. Social Studies Reading passages, map skills, content and concepts. Writing rubric for scoring; writing skills, academic language and vocabulary. Grammar and spell check used throughout a writing assignment. Speaking Retell a story. Use of expressive and vocabulary associated with a story. Listening Directions provided by the teacher. Student listens to what is being asked of him/her to produce and or perform. Listening, Speaking, Reading, and Writing in Texas For ELL TOP/RPTE Texas Oral Proficiency 6

7 Week 5 February M 10 th, W 12 th, Thu. 13 th Week 6 February M 17 th W 19 th Thu. 20 th Herrera Chapter 3. Preinstructional Assessment and the CLD Student pp Oral Language and Vocabulary Assessment and Development pp Reading Acquisition in the Primary and Secondary Languages pp Informal Assessments TELPAS Rubrics Synthesis about the administration and scoring of the, Tejas Le, TELPAS, and STAR tests (Due Week 6) Instructional Strategies: Go-to-Strategies Packet Selection of 5 different instructional strategies used with student in case study and each one as an example for discussion purposes. Associative and Constructive Aspects of Reading Comprehension Strategies that work for all ELLs Make and Use with an ELL student. Letter, picture, word sorts Making words Interactive Vocabulary Word Charts linked to reading and writing (content related). Presentation of strategies and examples in class. 7

8 Week 7 February M 24 th W 26 th Thu. 27 th 6. Assessment and Development of Concepts of Print, Phonemic Awareness, and the Alphabetic Principle pp Assessment and Development of Word Identification, Comprehension, and Reading Fluency pp Informal Assessments (15%) A list of informal assessments will be reviewed in class. Presentations will support the value of each of the informal assessments used in the classroom. Bring examples of informal assessments as each assessment applies to content. ELAR reading, writing, spelling, language, vocabulary, etc. Math Reading Math Story Problems Science Reading passages, content and concepts. Questions and comprehension check. Social Studies Reading passages, map skills, content and concepts. Writing rubric for scoring; writing skills, academic language and vocabulary. Grammar and spell check used throughout a writing assignment. Speaking Retell a story. Use of expressive and vocabulary associated with a story. Listening Directions provided by the teacher. Student listens to what is being asked of him/her to produce and or perform. 8

9 Week 8 March M 3 rd W 5 th Thu. 6 th 8. Assessment and Development of Written Language and Spelling pp TELPAS SIX TRAITS WRITING Review and assessment of TELPAS writing. Review of Writing Six Traits (examples and recommendations for writing developmental activities for ELLs). 9. Assessment of Content Area Learning pp Week 9 March M 10 th W 12 th Thu. 13 th Herrera Chapter 6. Assessment of Content Area Learning pp Frayer Model Learning Logs Setup meeting with students to discuss case study progress. Students will need to bring all work and questions related to case study. Meeting will take place during the next two class meetings. Week 10 March M 17 th W 19 th Thu.20 th Formal English Language Learner Assessments (To be handed out by instructor) Texas Assessment of Knowledge and Skills Language Accommodated Assessment (LAT) STAR Assessment LAS Woodcock Munoz Use of graphic organizers in a content areas. On-going challenge for ELLs. Science, Social Studies, Map Skills, concepts, context, reading, comprehension, vocabulary and language. 9

10 Week 11 March M 24 th W 26 th Thu. 27 th Week 12 March M 31 st April W 2 nd Thu. 3 rd Formal English Language Learner Assessments (To be handed out by instructor) Brantley Chapters 10 and 11. Putting the Pieces Together pp Texas Assessment of Knowledge and Skills Language Accommodated Assessment (LAT) STAR Assessment LAS/ Woodcock Munoz Assessment Modification Assignment (10%) Explanation: Students will modify one assessment to target all English language proficiency levels from beginning to advanced high. The instructor will provide the assessment. Instructional Assessment in Practice pp Week 13 April M 7 th W 9 th Thu. 10 th Week 14 April M 14 th W 16 th Thu. 17 th Case Study Assessment Presentations Case Study Presentations 15 minutes presentation/not to exceed 20 minutes Case Study Presentations 15 minutes/not to exceed 20 minutes 10

11 Week 15 April M 21 st W 23 rd Thu. 24 th Week 16 April M 28 th W 30 th May Thu. 1 st Case Study Submission to TK 20 (35%) Case Study Submission to TK20 (35%) Week 17 May M 5 th W 7 th Thu. 8 th Final Exam Case Study Key Assignment Description will be provided by the instructor. It is also available in TK20 along with the rubric. Identifying your ELL student You will need to locate your own student early in the semester to be able to practice administering and scoring semi formal and informal assessments. Possible sources include; public schools, private schools, preschools, day care centers, churches, friends, or neighbors. When you identify your ELL student, he/she should not be a child currently being evaluated for special education services. Ethical and Legal Considerations It will be helpful to have written consent from the parent or legal guardian for their child to be assessed. Results obtained are to be held confidential and are not to be discussed or shared with anyone. Please limit-identifying information to student s first name and initial of last name when discussing your case in class. Do not reveal information that would make the student readily identifiable to any class member or the instructor. You are only assessing for practice purposes, assessment results will not be considered reliable or valid. University Policies and Procedures Students with Disabilities (ADA Compliance): The University of North Texas Dallas faculty is committed to complying with the Americans with Disabilities Act (ADA). Students' with documented disabilities are responsible for informing faculty of their needs for reasonable accommodations and providing written authorized documentation. For more information, you may visit the Office of Disability Accommodation/Student Development Office, Suite 115 or call

12 Student Evaluation of Teaching Effectiveness Policy: The Student Evaluation of Teaching Effectiveness (SETE) is a requirement for all organized classes at UNT. This short survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I consider the SETE to be an important part of your participation in this class. Assignment Policy: Late Work In case of illness, an excuse will be required for work to be accepted late (no more than a week). In case of a death in the family, obituary evidence will be required. Other extraneous circumstances such as accidents, inclement weather or epidemics will be dealt with on a case by case basis. and class participation in class are expected and will be considered in assigning the final course grade. If you know in advance that you will be absent, please send your instructor an before the absence. In general, three absences are acceptable in along semester course. Any absence after 3 will be deducted one percent from the attendance percentage points. Professionalism and leadership As a profession, teachers call on practitioners to meet high ethical standards, to find constructive ways to deal with problems and to offer appropriate support with colleagues. Leadership means being a member of the team who accepts responsibility without being aggressive and helps colleagues without doing or executing their work for them. Students are expected to show professionalism and respect classmates and instructors by: not chewing gum while presenting in front of peers, walking out of class to place a call, returning a call on a cell phone or texting in class. These types of behaviors will not be tolerated in class. I am requesting that you adhere to this expectation throughout the semester. Concerns and Issues If you have issues about the instructor, make an appointment with the instructor or visit him/her during office hours to discuss and resolve your concerns. If you have issues related to classmates, talk to the classmate involved first to resolve the issues. If needed, then go to the instructor for final resolution. These procedures will be executed according to the department s policies and procedures and will be reviewed on an individual bases. Exam Policy: Exams should be taken as scheduled. No makeup examinations will be allowed except for documented emergencies (See Student Handbook). Academic Integrity: Academic integrity is a hallmark of higher education. You are expected to abide by the University s code of conduct and Academic Dishonesty policy. Any person suspected of academic dishonesty (i.e., cheating or plagiarism) will be handled in accordance with the 12

13 University s policies and procedures. Refer to the Student Code of Conduct at for complete provisions of this code. Bad Weather Policy: On those days that present severe weather and driving conditions, a decision may be made to close the campus. In case of inclement weather, call UNT Dallas Campuses main voic number (972) or search postings on the campus website Students are encouraged to update their Eagle Alert contact information, so they will receive this information automatically. and Participation Policy: The University attendance policy is in effect for this course. Class attendance and participation is expected because the class is designed as a shared learning experience and because essential information not in the textbook will be discussed in class. The dynamic and intensive nature of this course makes it impossible for students to make-up or to receive credit for missed classes. and participation in all class meetings is essential to the integration of course material and your ability to demonstrate proficiency. Students are responsible to notify the instructor if they are missing class and for what reason. Students are also responsible to make up any work covered in class. It is recommended that each student coordinate with a student colleague to obtain a copy of the class notes, if they are absent. Diversity/Tolerance Policy: Students are encouraged to contribute their perspectives and insights to class discussions. However, offensive & inappropriate language (swearing) and remarks offensive to others of particular nationalities, ethnic groups, sexual preferences, religious groups, genders, or other ascribed statuses will not be tolerated. Disruptions which violate the Code of Student Conduct will be referred to the Center for Student Rights and Responsibilities as the instructor deems appropriate. Optional Policies: Use of WebCT/Blackboard Use of Laptops in class Use of Cell Phones & other Electronic Gadgets in the Classroom Food & Drink in the Classroom Grade = Incomplete/I \ 13

14 BIBLIOGRAPHY Brantley, D. K. (2007). Instructional Assessment of English language learners in the K-8 classroom. Boston: Allyn and Bacon. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. (2 nd ed.). White Plains, NY: Addison Wesley Longman. Burgstahler, S., & Utterback, L. (2000). New kids on the net: Internet activities in elementary language arts. Boston: Allyn and Bacon. Cary, S. (2000). Working with second language learners: Answers to teachers top ten questions. Portsmouth, NH: Heinemann. Curtain, H., & Dahleberg, C. A. (2004). Languages and children: Making the match. 3 rd ed.). New York: Pearson Education. Faltis, C. J. (2001). Joinfostering: Teaching and learning in multilingual classrooms. (3 rd. ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Freeman, D. E., & Freeman, Y. S. (2001). Between worlds: Access to second language acquisition. (2 nd ed.). Portsmouth, NH: Heinemann. Gibbons, P. (2002). Scaffolding language, scaffolding learning. Portsmouth, NH: Heinemann. Herrera, S. G., Murrey, K. G., & Cabral, R. (2007). Assessment accommodations for classroom teachers of culturally and linguistically diverse students. New York: Guilford. Kottler, E., & Kottler, J. A. (2002). Children with limited English: Teaching strategies for the regular classroom. (2 nd ed.). Thousand Oaks, CA: Corwin Press. Reiss, J. (2001). ESOL strategies for teaching content: Facilitating instruction for English language learners. Upper Saddle River, NJ: Merrill Prentice Hall. Reyes, M., & Halcon, J. J. (2001). The best for our children: Critical perspectives on literacy for Latino students. New York: Teachers College Press. Rhodes, R. L., Ochoa, S. H., &Ortiz, S. O. (2005). Assessing culturally and linguistically diverse student : A practical guide. New York: Guilford. Samway, K. D., & McKeon, D. (1999). Myths and realities: Best practices for language minority students. Portsmouth, NH: Heinemann. 14

15 Slavin, R. E., & Calderon, M. (Eds.). (2001). Effective programs for Latino students. Mahwah, NJ: Lawrence Erlbaum Associates. Teeler, D., & Gray, P. (2000). How to use the Internet in ELT. White Plains, NY: Longman. Tiedt, P, Tiedt, I. M., & Tiedt, S. W. (2001). Language activities for the classroom. (3 rd Boston: Allyn & Bacon. ed.). Zainuddin, H., Yahya, N., Morales-Jones, C. A., & Ariza, E. N. (2002). Fundamentals of teaching English to speakers of other languages in k-12 mainstream classrooms. Dubuque, IA: Kendall/Hunt. 15