566+Agendas+2014

Syllabus

 * [[file:edte566_su14_case_syllabus.docx]]

Student Profiles

 * [|Alicia] - 1st grade, Mexico, high-proficiency (Search the document for "Alicia")
 * [|Victor] - 3rd grade, Puerto Rico, low-proficiency (Search the document for "Victor")
 * [|Cesar] - 4th grade, Mexico, intermediate (Click on Cesar's tab)
 * [|Akousa] - 12th grade, Ghana, long-term ELL (Search the document for "Akousa")
 * [|Duy] - 6th grade, Vietnam (Click on Duy's tab)
 * [|Emilio] - 17 years old, Mexico (Click on Emilio's tab)
 * [|Yan Ping Ma] - 16 years old, China (Click on Yan Ping Ma's tab)

Course Calendar
A Crash Course in SLA & Reading Theory ||  ||   ||
 * Date ||  || Class Topic/Outcome ||   || Assignments Due ||
 * May 20 (T) ||  || Course Introduction
 * May 22 (Th) ||  || Using L1 and Culture as a Resource; student profiles ||   || Chapter 1 ||
 * May 24 (Sat) ||  ||   ||   || Choice Reading (section A) ||
 * May 26 (Mon) ||  ||   ||   || Dialogue Journal #1 ||
 * May 27 (T) ||  || Teaching a Word

Vocab teaching video analysis ||  || Chapter 2, 3 Bring one narrative and one expository text || ELP Standards Walk Through || (Anny at a conference) ||  || Scaffolding a Text ||   || Scaffolding a Text Activity Guide ||
 * May 29 (Th) ||  || Teaching a Word/ Scaffolding a Text ||   || Activity Guide - Teaching a Word ||
 * May 31 (Sat) ||  ||   ||   || Choice Reading (section B) ||
 * June 2 (Mon) ||  ||   ||   || Dialogue Journal #2
 * June 3 (T) ||  || Scaffolding a Text ||   || Chapter 4 ||
 * June 5 (Th)
 * June 6 (Sat) ||  ||   ||   || Choice Reading (section C) ||
 * June 9 (Mon) ||  ||   ||   || Dialogue Journal #3

Scaffolding a Text Activity Guide - final version uploaded to Blackboard || Identify activity for reading workshop ||
 * June 10 (T) ||  || Connecting Reading & Writing ||   || Chapter 5 ||
 * June 12 (Th) ||  || Connecting Reading & Writing ||   || Writing Activity Guide ||
 * June 14 (Sat) ||  ||   ||   || Choice Reading (section D) ||
 * June 16 (Mon) ||  ||   ||   || Dialogue Journal #4 ||
 * June 17 (T) ||  || Guest Speakers from Spokane Schools ||   || Chapter 6
 * June 19 (Th) ||  || Reading Workshop ||   || Guest Speaker Reflection ||
 * June 21 (Sat) ||  ||   ||   || Reading Workshop Reflection ||
 * June 24 (T) ||  || Reading Workshop ||   ||   ||
 * June 26 (Th) ||  ||   ||   || Reading Workshop Reflection ||
 * June 30 (M) ||  ||   ||   || Final Exam - Case Study ||

INTASC: 8, 3, 2 NCATE: 1, 4 ||  || [|Principles of Instructed SLA] [|Emergent Biliteracy] [|Long-Term ELLs] * || Quiz || [|Teaching in Multilingual Classroom] [|Muslim Arab-Americans: Making it at Home and at School] * [|Culturally Responsive Teaching for ELLs with Learning Disabilities] || Case Study || INTASC: 8, 3, 2 NCATE: 1, 4 ||  || [|Student and Family Engagement] [|ELLs: Culture, Equity, and Language] (video) [|Building Trust with Families] (video) || Case Study || [|Meeting Needs of ELLs] * || Case Study || [|Supporting Middle School ELLs with Culturally Relevant Texts] || Case Study || 1, 2, 3, 4, 5, 6, 7 INTASC: 1, 2, 3, 6 NCATE: 1, 4 ||  || [|Meeting Literacy Development Needs of Adolescent ELLs] * [|Partner Reading] [|Teaching a Complex Text to ELLs] - video example in a kindergarten class || a. Reading Workshop b. Activity Guides c. Video Analysis || [|Words as Tools: Academic Vocabulary] [|Vocabulary Teaching - 2nd Grade] (video) [|Explicit Vocabulary Instruction] (video) [|Academic Vocabulary Instruction in Kindergarten] (video) [|Academic Vocabulary Intro] (video) || a. Reading Workshop b. Activity Guides c. Video Analysis || [|Drawing Their Way into Writing] || a. Reading Workshop b. Activity Guides c. Writing Sample || INTASC: 5 NCATE: 1, 4 ||  || [|ELP Standards] [|Transformational] [|Opportunities: Language & Literacy for ELLs in Common Core Era] [|Testing & ELLs] [|Assessment of ELLs] || ELP Standards Walk-Through ||
 * == Guiding Questions/Learning Outcomes == || == Standards/Reading == || == Assessment == ||
 * === A. What unique linguistic, personal, cultural, and educational factors should be considered in designing literacy instruction for ELLs? === || State/Program: 8, 9, 11
 * 1. Demonstrate knowledge of the interrelationship between first and second language and literacy acquisition (state competency) || Chapter 3
 * 2. Understand the importance of respecting socio-economic, cultural, linguistic, and ethnic diversity in the teaching process (state reading endorsement competency) || Chapter 1, 3
 * === B. Who are my learners and what learning and literacy resources/assets do they bring? === || State/Program: 8, 9, 11
 * 3. Demonstrate knowledge of how culture, language, dialect, and ethnic diversity among learners can positively influence literacy development (state competency) || Chapter 1
 * 4. Describe the complex relationship between language proficiency, literacy development, and conceptual understanding and possible ways to assess for each domain. || Chapter 4,6
 * 5. Demonstrate knowledge that material selection criteria should be informed by research and must accommodate the developmental, cultural, and linguistic differences of learners (state reading endorsement competency) || Chapter 2
 * === C. How can I design instruction that is meaningful, engaging, and appropriate for ELLs and that combines academic content learning, English language development, and literacy instruction? === || State/Program:
 * 6. Effectively scaffold work with a text using pre-, during-, and post-activities. || Chapter 4
 * 7. Select which words to teach when working with a text and demonstrate a repertoire of strategies to teach new vocabulary. || [|Vocabulary Quilt]
 * 8. Design appropriate writing tasks connected to texts for various levels of English proficiency/literacy and describe guiding principles for giving feedback to ELL writing || Chapter 5
 * === D. What resources are available to help me in these pursuits? === || State/Program: 10, 12
 * 9. Identify school-based resources and personnel to support ELLs’ academic and linguistic development || [|Successful Schooling for ELLs] || Guest Speaker Reflection ||
 * 10. Find and use technology-based tools to support ELLs’ learning || [|ELLs and 21st Century Skills] * || Activity Guides ||
 * 11. Demonstrate working familiarity with the ELP Proficiency Level Descriptors and the ability to use the ELP Standards to design appropriate learning activities || Chapter 2, 6