ELL Instructional Strategies

Syllabus

Course Description

This course is intended for both regular education and ELL pre-service teachers and will focus on developing instructional strategies for supporting ELL students in content area learning. Course participants will develop instructional and leadership skills needed for teaching ELL. Participants will reflect upon proven instructional practices to enhance learning in today’s challenging classroom environment. Using the cases as a launching point, pre-service teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice.

Competencies

Upon completion of this course, participants will be able to:

1. articulate the various stages of language acquisition and strategies for addressing them in the regular education classroom;

2. demonstrate an understanding of culture and the ways it affects language and learning in the school environment;

3. differentiate lesson plans to support reading and writing skills along with content knowledge for ELL students;

4. provide lessons targeting learning styles to support ELL students in the content areas;

5. demonstrate an understanding of the 5-Step Method and how it can be applied to everyday situations;

6. develop tools and strategies for communicating with families and increasing family involvement in school; and

7. display an understanding of and utilize Sheltered Instruction techniques to integrate language and content instruction.

Materials

Other than Hill & Flynn (2006). Classroom Instruction that Works with English Language Learners, all materials are accessed via the CaseNEX website http://www.casenex.com using the PIN provided and the user name/password you create.

All readings listed can be found by going to the Virtual Library and looking under the case you are reading that week. When PDF files are linked, we recommend printing them for easier reading.

Cases Used

• Match Makers
• Pandora’s Box
• The Real World
• Room to Grow

Course Schedule

On our program syllabus, ELL is listed for Fridays after lunch. Other than Week 1, this course is done independently. Therefore, you may do each week’s work anytime from anywhere - EXCEPT the discussion which should be done between Thursday 2PM and Friday midnight- and should be done 2-3 times during that time so you enter into an online “seminar” (this replaces Friday on-campus seminars). Course participants should read both the case and assigned readings prior to joining the online discussion. For each weekly session, final discussion postings, journals, and workbook assignments are due by Friday at midnight unless otherwise noted. Please see the News Flash for any alterations of the course schedule posted by your instructor.

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Week 1—Introductory Session

Exploring the CaseNEX Site

Readings

Read the “Course Tutorial” linked from the TUTORIAL menu, paying special attention to the Case-Analysis and Workbook Assignment Rubrics. These rubrics will be used by your instructor throughout the course to evaluate your Journal entries, Discussion responses, and Workbook assignments where appropriate.

Journal

What do you find challenging when you envision teaching content to English Language Learners (ELLs)? (100 words or fewer).

Discussion (discussions will be in lieu of one seminar a week)

In the Up Against the Glass mini-case, is Mr. Hayman failing as a teacher or is David failing in learning to be a good student? Respond to three classmates’ comments, being sure you are responding to those who have not had as many responses. (100 words or fewer).

Note

For Fun: Under “Talking to Each Other,” click “Knock Knock” to see who is currently logged onto CaseNEX.

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Week 2

A Theoretical Framework for ELL Strategies

Case

Pandora’s Box

Readings

· Overview of Second Language Acquisition Theory

· Stages of Second Language Acquisition

· Program Alternatives for Linguistically Diverse Students

· Making Content Comprehensible for English Language Learners – SIOP Model – Sheltered Instruction – for Academic Achievement

· CALLA Overview

· Classroom Instruction that Works with English Language Learners, Introduction, Chapters 1 & 2 (Text from class reading list.)

Journal

The readings explore different theorists and their frameworks for language acquisition. From your perspective as a classroom teacher, which of these approaches (Sheltered Instruction, bilingual, CALLA) would best suit the needs of ELL students at your school (or in this session’s case if you have no ELL students)? Briefly describe the key attributes of that approach, why it is best suited to the needs of the ELL students in your school (or in the case), and what actions are suggested by the approach you have selected. The CaseNEX Analysis Rubric will be used for journal entries throughout this course.

Discussion

In the Pandora’s Box video, which theoretical framework from the readings fits with the instruction that Mrs. Shearborn is using? According to knowledge from the readings, at which stage of language acquisition are her students? What actions is she taking to address the needs of the ELL students, and what else might you suggest? Be sure to provide a rationale for your choices. Read and respond to at least 3 classmates’ comments- at least 2 comments with which you disagree or want to probe further (remember, these discussions are in lieu of a seminar so be thoughtful!). The CaseNEX Analysis Rubric will be used for discussion entries throughout this course.

Workbook Assignment

None this session

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Week 3

Activating Prior Knowledge, Comprehensible Input/Output, Context-Embedded Instruction, Cooperative Learning

Case

Pandora’s Box

Readings

· General Principles for Teaching ELL Students

· Teaching Strategies: Activating Prior Knowledge (Click on each of the strategies listed)

· We Can Talk: Cooperative Learning in the Elementary ESL Classroom

· Cooperative Learning in the Secondary School: Maximizing Language Acquisition, Academic Achievement, and Social Development

· Classroom Instruction that Works with English Language Learners, Chapters 3 & 6 (Class text)

Journal

How can knowledge of comprehensible input and comprehensible output presented in “We Can Talk” be utilized by any grade level ELL or mainstream classroom teacher on a daily basis? What are some of the instructional implications of putting these concepts into practice? Anticipate the issues that might arise for you and your students as you work toward this end.

Discussion

In Pandora’s Box, what actions do Judith and Maxie take to activate prior knowledge as they work in their classrooms? Using knowledge from the readings as a guide, what other actions might you suggest to build upon their ELL students’ cultures? What might be the consequences of following your suggestions in terms of the development of a culturally responsive curriculum? Read and respond to a classmate’s comments. When you respond to each other’s postings, assume the perspective of Delpit or Ladson-Billings (see notes and readings from fall and winter on culturally-relevant teaching).

Workbook Assignment

None this session

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Week 4

Using Multiple Modalities

Case

Room to Grow

Readings

· Teach to Students' Learning Styles

· Sample Lesson Plans from CAL SIOP Central (Click on Sample SIOP Lesson Plans)

· Graphic Organizers for Content Instruction

Journal

Evaluate one lesson plan from the CAL SIOP Central website. What actions could you take to improve this lesson plan and ready it for use with your own students?

Discussion

Discuss Christine’s use of graphic organizers in Room to Grow. How else might she use this tool? Which learning styles does she address and which are left out? Read and respond to at least 3 classmates’ comments. When you respond to each other’s postings, assume the perspective of one of Christine’s students. How might he or she view Christine’s approach? Describe additional actions the students might suggest to further improve this science unit.

Workbook Assignment

Multiple Modalities Lesson Plan

Focus on student learning objective/s in a lesson (that you are teaching in your field classroom, or that you are developing for your curriculum design project) that you can address by including kinesthetic, tactile, and visual learning opportunities. Detail your lesson, and be sure to include the following information (brief but enough so reader understands what you are teaching and how) when you upload your lesson to this workbook:

· Description of classroom, students, grade level, content, languages spoken, and any other relevant information;

· Goals and objectives;

· Grouping of students;

· Materials;

· Visual learning activity (use the templates from the “Graphic Organizers for Content Instruction” reading);

· Procedures;

· Assessment (formative or summative);

· Rationale for your choices; and

· If you taught it, reflections on your implementation of this lesson and ideas for its refinement.

Due by the end of Week 5.

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Week 5

Strategies for Oral Language Instruction

Case

Match Makers

Readings

· Speaking and Listening: Instructional Philosophy and Teaching Suggestions

· How to Develop Questioning Strategies

· Listening Activities

· Speaking Activities

· TPR is a Valuable Tool!

Journal

Apply knowledge from the “Speaking and Listening” reading to your teaching experience. First, identify one student you know (or have known or one from one of the cases) at each stage and focus on his or her perspective. Then, describe the social and academic issues each student might face in a mainstream classroom. Finally, describe actions teachers might take to address the issues you have identified.

Discussion

Using knowledge gained from the “Speaking and Listening” reading, at which stage would you place Allen and Marta (from the Match Makers case)? Why? Which strategies does Jennifer, the ELL teacher, use as she works with these students? Consider the perspectives of each student and suggest at least three additional strategies from the readings that Jennifer might utilize as she works to move each student to the next phase. Read and respond to at least 3 classmates’ comments- at least 2 comments with which you disagree or want to probe further. When you respond to each other’s postings, assume the perspective of an administrator who is eager to see academic improvements.

Workbook Assignment

Multiple Modalities Lesson Plan due by the end of this session.

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Week 6

Strategies for Writing and Reading Instruction

Case

Room to Grow

Readings

• Children’s Writing in ESL
• Teaching Writing to ESL Students
• Writing and English as a Second Language
• ESOL/ELL Instruction in Science: Before-During-After Reading Strategies for English Language Learners
• Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students
• Essential Elements of Effective Science Instruction for English Learners
• Guided Reading
• Teaching Strategies: Cooperative Reading
• Shared Reading
• Creating Drama with Poetry: Teaching English as a Second Language Through Dramatization and Improvisation

Journal

Consider the reading level of your ELL students, or, if you do not currently have ELL students, consider the students from Room to Grow. Describe the reading issues these students face. Which of the reading strategies presented in this session might they find most helpful? Describe the consequences of implementing these strategies. Include short- and long-term consequences as well as intended and unintended consequences.

Discussion

According to “Children’s Writing in ESL,” which issues are common to both native writers and non-native writers? Drawing upon knowledge presented in these and the other readings, suggest specific actions Christine could take in Room to Grow to support the students’ writing progress. Respond to at least two others’ comments. When you respond to each other’s suggestions, examine both the positive and negative consequences of the actions they propose.

Workbook Assignment

Developing and Analyzing Appropriate Writing Assignments

Based upon knowledge from the readings, develop an appropriate writing assignment for a beginning, intermediate, or an advanced level ELL student for a lesson you are developing in your curriculum design project. Briefly describe it here and then work with your design team to create one or more that you all agree on to attach as an appendix to your curriculum plan If at all possible, use a version of this assignment in your field classroom to see how effective it is.

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Week 7

ELL Strategies for Teaching Content

Case

The Real World

Readings

· Meeting the Challenge of Content Instruction

· Organizing and Assessing in the Content Area Class

· Challenges for ELLs in Content Area Learning

· Content-Centered Language Learning

· Modifying Content Area Instruction for ESL Students

Journal

The readings discuss current issues facing teachers and ELL students with content-area instruction. Identify one or two issues to explore. What actions might be taken to meet the challenge of content-area instruction in one of your content areas in the face of these issues?

Discussion

In The Real World, Lena is particularly frustrated that she can’t seem to reach one of her students, Reza. Using knowledge from this session’s readings, evaluate her lesson and suggest additional actions she might take to meet Reza’s needs. Discuss what might be the long- and the short-term consequences of the actions proposed. Respond to at least two others’ comments. When you respond to each other’s suggestions, examine both the positive and negative consequences of the actions they propose – for Reza and for all of the other students.

Note

Remember to complete the online course evaluation that is under Class Materials on the menu bar.

Workbook Assignment

Reminder: Developing and Analyzing Appropriate Writing Assignments from Week 6 is due with the final curriculum design plan (this is for your design team to do as one assignment, no need to write individual appendices but each should have significant input in doing this assignment). No need to attach here, just to your final curriculum design plan

Within your curriculum design plan, include instructional strategies for teaching to ELL students. Apply at least three different strategies from the readings in this course in addition to knowledge gained throughout the course. In an appendix to your curriculum design plan, itemize the instructional strategies and knowledge you included and discuss how your curriculum plan will support an ELL student’s needs (either a student you know or one from the cases). You may focus on instruction, assessment, or any other area that will support the student in question. The Workbook Rubric will be used to assess this appendix.