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Course Description
This course is designed to assist elementary teacher candidates in their development of instructional approaches, methods, and strategies for English Language Learners (ELL) with a focus on the social
studies. The subject matter of the course includes an examination of English
Language Development (ELD) state framework and standards, teaching methods,
curriculum, and assessments. We will also introduce and explore the CA Social
Studies Framework and Standards and methods of instruction for the social studies
with attention to Specially-Designed Academic-Instruction in English
(SDAIE). Participants
will be asked to complete assignments that address social, conceptual, and
academic tasks while fostering students' communicative competence in English
as well as encouraging native language development. Further,
the course will address ways to support students' expression of meaning in a
variety of ways, including the use of objects and visual representations. Course participants will learn to teach elementary students how social science concepts and themes provide insights into historical periods and cultures (e.g., teaching using timelines, maps, and other graphic organizers to develop conceptual understanding of historical periods, events, and cultures). We will be specifically interested in making challenging content understood
by all learners, regardless of their English proficiency. .
Kip Téllez,
Ph.D.
Education Department
McHenry 3141
University of California, Santa Cruz
1156 High Street Santa Cruz, CA 95064
Office: (831) 459-2208
Mobile: (831) 345-7081
ktellez@ucsc.edu
http://people.ucsc.edu/~ktellez
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH : Heinemann.
Téllez, K. (2010). Teaching English learners: Fostering language and the democratic experience. Boulder, CO: Paradigm Note: All royalties donated to the Future Teacher Fund, Education Department
State of California ELD standards 2012 (overall analysis and specific grade level standards) html
The California English Language Development Standards Part II: Learning About How English Works html
California History/Social Science Content Standards. pdf
Snow, M., & Katz, A. (2010). English language development: Foundations and implementation in K through 5. In Improving education for English learners: Research-based approaches (pp. 83-150). Sacramento, CA: CDE. pdf
Zarillo, J. (2008). The transformation curriculum: Infusing multicultural perspectives. Chapter 3. Boston, MA: Pearson. pdf
Course Assignments
1. Individual L2 (second language) History A brief paper (~1500 words) on your experiences as a second (or n) language learner and teacher. For instance, you might want to recount what was learned in your high school foreign language courses. If you have had L2 teaching experiences, please share what you learned in those contexts. You might want to share your family's linguistic history. Finally, what are your language learning goals now?
Evaluation (10 points possible): Quality of writing, reflection.
Turning it in: Name your paper using the format "Assign1_lastname_date". Upload your paper (MS Word, Pages, or text format) to your eCommons Dropbox folder. Kip will make comments on your work, save as pdf, and place back in Dropbox.
2. ELD Lesson (completed in placement and videorecorded). Using
an ELD/SDAIE lesson design taken from either the Gibbons text or other source (e.g., 50 Strategies book), this assignment asks you to plan, teach,
and videorecord a lesson in your placement classroom.
You need to meet with Kip prior to conducting your lesson. You will
turn in your videorecorded lesson (edited to 10-15 minutes of highlights) along
with a write-up (about 1000 words). Your write-up should include the (a) lesson design you chose and why, (b) a lesson plan, including a list of relevant standards covered, and (c) an overview of those aspects that you thought were successful and those elements to improve
for future lessons.
Evaluation (25 points possible): Quality of understanding
of lesson design, connection to concepts and theories found in other course
readings, comprehensiveness and coherence, connection to recognized objectives
and standards, and quality of reflection.
Turning it in: Name your write-up using the format "Assign2_lastname_date". Upload your paper (MS Word, Pages, or text format) to your eCommons Dropbox folder. Kip will make comments on your work, save as pdf, and place back in Dropbox. Upload video to Dropbox (name it "Assign2video_lastname_date"), burn to cd, or bring SD drive to copy to Kip's computer.
3. Content
Area Task (CAT)/Social Studies Lesson Design and Implementation (completed individually). Please
develop an original Social Studies-based lesson based on one or more state history-social science standards. The overarching design should provide for multiple representations
of language and content as well as a specialized language input needed to provide access
to cognitively demanding content. You may use any lesson plan form that suits social science objectives. Be sure that your lesson includes graphic organizers (e.g., maps, timelines) to assist in conceptual development. Refer to the CAT Elementary History-Social Science Planning Task and the associated rubric.
Evaluation (25 points possible): Content Area Task Planning Rubric EH2 only.
Turning it in: Name your CAT paper using the format "Assign3CAT_lastname_date". Upload your paper (MS Word, Pages, or text format) to your eCommons Dropbox folder. Kip will score your work, save the rubric as pdf, and place in Dropbox. You will also need to upload your SS CAT to TEIIS. Libby will provide directions. .
4. Quick EL Assessment. Conduct a brief assessment of an EL in your placement class and write a brief report (500 words) on your findings.
Evaluation (5 points possible): Comprehensiveness, Attention to next steps for EL.
Turning it in: Bring a hard copy of your assessment notes to class on March 4 or 6 to share in your group. Turn it at end of class.
5. (Choose one of the following):
• Group or Individual Social Sciences/SDAIE Instructional Technology Project Using Microsoft PowerPoint (or other hypertext/hyperlinked software). Please choose an objective relevant
to your grade level(s) in social sciences and create a customized instructional
technology project. The project should include user-selected navigation capabilities
and the use of hyperlinked text and images to provide multiple representations
of language/content. In addition, you or your group will have at least 4 students
(one ELL) to test your project. Please complete a 300-400 word write-up
sharing the students' reactions to your project and your reflections on its
success.
Evaluation (10 points possible): Amount and quality of representational
support, Comprehensiveness, Student engagement, Connection to relevant standards.
Turning it in: Please submit your project on a cd, with "Assign5_TechW2104" written on the disc. Please also write the names of each group member (if applicable) on the disc. Place a copy of your write-up (as Word, Pages or text file) on the cd as well.
OR
• Two week plan for ELD, completed individually. Using the format shared in class, describe your recommended two week cycle for ELD at the grade level of your choice.
Evaluation (10 points possible): Comprehensiveness, Connection to relevant standards, varied activities.
Turning it in: Name your paper using the format "Assign5_lastname_date". Upload your plan (MS Word, Pages, or text format) to your eCommons Dropbox folder. Kip will make comments on your work, save as pdf, and place back in Dropbox.
We will also complete five Group Reading Analyses. Approximately every other
week, you will be asked to analyze one of the required readings and offer your collective reactions. Completed
during class time.
Evaluation (25 points possible-5 points each): Comprehension, Comprehensiveness. Sorry, no make-ups for the Group Reading Analysis.
Grading scale: 94-100:A; 90-93:A-; 87-89:B+:83-86:B;80-82:B-. Satisfactory: Minimum 80 pts.
| Session/Date | Topic | Readings |
Assignment(s) Due or Things to Bring |
|---|---|---|---|
1 Jan. 7, 9
|
Course
Overview & Introductions Review EL terms Video: "Seasons of Life" |
Téllez Ch 1, 2
|
|
2 Jan. 14, 16 |
What
do teachers need to know about language? Why do we need to scaffold
language in order to promote learning? Video: "The Human Language-First Language" |
Gibbons Ch 1 |
|
| 3 Jan. 21, 23 |
What are the theories of L2 learning and acquisition? How do theories of L2 acquisition inform instruction? Introduction to English language development levels. Applying theory to classroom experience and instructional
practice. |
|
Assignment #1 Due
|
4 Jan. 28, 30 |
What
are the language goals and objectives for California ELs?
|
The California English Language Development Standards Part II: Learning About How English Works Gibbons Ch 2 |
|
5 Feb. 4, 6 |
What are the foundations of social studies education? How can you transform social science instruction to include multiple perspectives and the contributions of underrepresented groups? Content Area
Task: Social Science Planning Guest Speaker: Esther! will speak on using songs in language teaching. |
CA History/Social Science Standards Téllez Ch 6 |
Please bring copy of your classroom's social studies textbook and teacher's guide |
6 Feb. 11, 13 |
What are effective practices for productive language (speaking and writing) development? What strategies help ELs go from speaking to academic writing in social studies? How can an
analysis of language functions, frames, and fluency be used to promote
effective practices? Guest speaker: Using dialog journals |
Gibbons Ch 3 and 4 Zarillo Téllez Ch 5 |
|
7 Feb. 18, 20 |
Understanding context specific language demands What does an analysis of social science text books reveal about the language demands of the content? What is a contrastive analysis of two langauges and how might teachers benefit from its use? Can cognates help in promoting academic language? Analyze social studies text for use of academic language; Practice strategies
for scaffolding academic texts (e.g., chapter walk, think-aloud, SQ3R
in social studies) |
Rejuventation of Sempervirens...(read only the first four pages) |
Assignment 3: CAT/Social Studies Lesson Design and Implementation |
8 Feb. 25, 27 |
What are effectives practices for receptive language (listening and reading) development? Tech project Instructional technology and hypertext for L2 teaching: Creating a customized computer learning application in the social sciences. Working with technology to teach language withimages, sounds, and video |
Gibbons Ch 5 and 6 Directions for PowerPoint Project |
Assignment 2: ELD Lesson |
9 Mar. 4, 6 |
How do we use valid language assessments? CELDT/Redsignation/Other Issues/Video analysis Sharing your quick EL assessment results; Sample assessment activities.
|
CELDT Blueprint and Released Test Questions (For your grade level only) |
|
10 Mar. 11, 13 |
Using Existing Curriculum in ELD What is the role of music in L2 development? What other language strategies might we use to enhance and supplement language acquisition? Analyzing various ELD district adopted materials. |
Gibbons Ch 7 Selections from various EL curricula |
Bring sample ELD curriculum from placement Assignment 4 due |
| Final Exam Week | Wrapping up | Téllez Ch 7 |
Recommended readings
Bailey, A. (2008) Teaching and assessing students learning English in school. pdf
Bigelow, B. (2008). A people's history for the classroom. Rethinking Schools. pdf
Blau, E.K. (1991). The effect of syntax, speed, and pauses on listening comprehension. TESOL Quarterly, 24 (4), 746-753. pdf
Butler, F.A., Bailey, A., Stevens, R., Lord, C. & Huang, B. (2004). Academic English in Fifth-grade Mathematics, Science, and Social Studies Textbooks, CSE Report 642 Los Angeles: CRESST/University of California, LA. pdf
Cox, B.E., Shanahan, T., & Sulzby, E. (1990). Good and poor elementary readers' use of cohesion. Reading Research Quarterly, 25(1), 47-65 .pdf
Echevarria, J., et al. (2008). Making content comprehensible for English Learners: The SIOP model (3rd Edition). Boston: Pearson
EdSource. (2007). Similar English learner students, different results: Why do some schools do better? pdf
EdSource. (2008). English learners in CA: What the numbers say. pdf
Enright, D.S., & McCloskey, M.L. (1988). Integrating English, Part II: Integrated Units. Reading, MA: Addison-Wesley. pdf
Ervin-Tripp, S.M. (1974). Is second language learning like the first? TESOL Quarterly, 8, 111-127. pdf
Erneling, C. (1993). Understanding language acquisition: the framework of learning (Ch 1). Albany: SUNY Press. pdf
Griffin, C., Malone, L., & Kameenui, E. (1995). Effects of graphic organizer instruction on fifth-grade students. The Journal of Educational Research, 98-107. pdf
Kinsella, K. (2005). Teaching vocabulary. pdf
Laturnau, J. (2002). Standards-based instruction for English Language Learners. Honolulu, HI: PREL html
Lightbown, P.M. (2000). Anniversary article: Classroom SLA research and second language teaching. Applied Linguistics, 21, 431-462. pdf
Lightbown, P.M., & Spada, N. (2002). How languages are learned. Oxford: Oxford University Press. Ch 1 and 2 only. pdf
McLaughlin, B. (1992). Myths and misconceptions about L2 learning. NCREDSLL html
Pang, E.S., & Kamil, M.L. (2004). Second language issues and early literacy instruction. Temple University: LSS Publication Series, No. 1 pdf
Polio, C. (1997). Measures of writing accuracy... . Language Learning, 47, 101-143. pdf
Richards, J.C., & Rodgers, T.S. (1986). Total physical response. From Approaches and methods in language teaching (pp. 87-98). Cambridge: Cambridge University Press. pdf
Scarcella, R. (2003). Academic English: A conceptual framework. LMRI. pdf
Spanos, G., Rhodes, N., Dale, T.C. & Crandall J. (1988). Linguistic features of mathematical problem solving. In R. Cocking & J.P. Mestre (Eds.), Linguistic and cultural influences on learning mathematics (pp. 221-240). Mahweh, NJ: Erlbaum. pdf
Valdes, G. (2000). Bilingualism and language use among Mexican-Americans. In S.L. McKay & S.L. Wong, New immigrants in the US. NY: Cambridge U Press. pdf
Van Patten, B. (2003). Some givens about second language aquisition. From input to output. Boston: McGraw-Hill. pdf
Wallerstein, N. (1986). The teaching approach of Paulo Freire. In J. Oller, (Ed.), Methods that work. Boston: Heinle & Heinle. pdf
Wong-Fillmore, L., & Snow, C. (2000). What teachers need to know about language. CAL html
Zarillo, J. (2009). Teaching elementary social studies. Boston: Pearson.
Other Resources
List of Wordless Picture Books
Almost Zero Planning Language Activities
Course Slides (may vary from class presentation)
Miscellanea
Students with disabilities are encouraged to speak with Kip as soon
as possible regarding needed modifications to the course structure. In
addition, please contact the UCSC Disabilities Resources Center at 831-459-2089
for general assistance.
I hold fast to the UCSC principles of academic integrity (http://undergraduate.ucsc.edu/acd_integrity/index.html) and expect all participants to live up to the highest ideals of a genuine learning community (http://www.ucsc.edu/about/principles-community.html). Fiat Slug!
Finally, please, please let me know if the course is not meeting your needs
in any way. Comments and suggestions are always welcome via email, phone message,
or written note, signed or anonymous. Thanks, Kip
