The mission of the College of Education at Northern Arizona University is to prepare education professionals to create the schools of tomorrow

Northern Arizona University

College of Education

BME 430

Structured English Immersion and Sheltered English Content Instruction

Spring ‘09 - Course Packet and Syllabus

3 Credit Hours

HEADING ONE: Introduction to the Course, Basic Terminology, and Legal Background

PLEASE READ THE MATERIAL BELOW CAREFULLY

Reading through the entire course packet will eliminate A GREAT MANY later questions and problems.

Welcome to this SEI Methodology Class hosted on the Internet. This format has allowed us to expand our community of thoughtful and reflective educators. You will interact in an-on-line dialogue with both instructor and peers in a cyber community. This is NOT a correspondence course, but an interactive course in which you will be expected to communicate with your peers and with the instructor through 5 separate modules. These modules will require reading, research, planning, and reflection on your part. Please use the course e-mail and not the instructors e-mail for the standard communication required in the course. However, the instructor would like to know how you are keeping up and whether the assignments in any way prove problematic to you. Should you need to communicate more regularly with the instructor outside of the assignments, please use the ordinary e-mail (natalie.hess@nau.edu) or the telephone number 928-317-6407. Any of you who are in Yuma can, of course, also drop in during my regular office hours Mondays and Tuesdays 12 noon until 3:00 p.m.).  The written medium can sometimes be alienating. I don’t want this to happen in our course. THERE IS A HUMAN BEING HERE BEHIND ALL THE TECHNOLOGY! AT ALL TIMES, PLEASE FEEL FREE TO COMMUNICATE. I want to hear from you. I want you to be successful in this course!! But please—I can’t read your mind. If something disturbs you or you need help, DO GET IN TOUCH. I AM HERE TO HELP YOU SUCCEED, I VERY MUCH WANT YOU TO SUCCEED, BUT YOU DO HAVE TO COMMUNICATE!!!!

Your work in this course consists of five modules. Your first module is a simple introduction and an exchange of introductions with three other students and your reaction to the introductory material. This introductory module, which earns 5 points, allows your instructor and your classmates to get to know a bit about you as a person—not just as a student. In addition, the introductory module gives you some time to obtain the text book and to become familiar with the requirements of the course.  Please read through the requirements for all the modules BEFORE you get started on the first module. I strongly recommend that you plan your work-load carefully. You might very well decide to work on modules 4 and 5 at the same time as you do your reading for modules 2 and 3. Modules 4 and 5 are the most challenging!!! Please write all the dates when modules are due into your own personal calendar, and if for any reason you need an extension of time, make sure that you contact the instructor as soon as possible.

In this course, we will consider how language development is best structured to suit language learning. We will concern ourselves with language development, content area instruction, and explicit instruction in learning strategies.

As you no doubt know, the number of children in our schools who do not know English is steadily growing.  These ELL students come from different home and cultural environments. Many of them are frightened and confused, but they all want to do well in their new settings. We certainly want them to do well both because we care for them as individuals, and also because we know that the future of our country depends on their success.  Supporting new ELL students in settings where we teach classes of both ELLs and Native English Speakers seems particularly daunting. The ELL students need to learn English as quickly as possible so that they can function well in school both academically and socially. A language is never taught in a vacuum. There must always be “content.” We always talk, read, and write about something. In our case, through this course, the “something” will be school-subject content. School subjects are, after all, the “something” that these students will need to cope with.

Since I don’t know the background you have brought to this course, I will begin by reviewing some basic ELL terminology and issues that you will later encounter in the reading of the course material. For some of you, who have already taken a number of BME courses, this is just review. For others it may be completely new. Under any circumstances, I would appreciate your taking time to read through the material below. I believe that some of your reading will make more sense if the basic concepts below are clearly understood.

Some Basic ELL Terminology and Concepts

Ways of Providing Instruction of English to Speakers of Other Languages

ESL (English as a Second Language) is English taught in a country where it is the native language. The classes consist of all ELL learners and the goal is to improve English language proficiency both on social and on academic levels. (These classes are sometimes referred to as ELD-English Language Development). One example of such a process would be English taught to immigrant adults in an Adult Center environment.

EFL (English as a Foreign Language) is English taught in a country where another language is the native language. One example would be English taught to high school students in Germany.

ESL Pull Out - In such a program, students spend most of their day in ordinary classes with native speakers of English. They are however “pulled out” for extra help with the English language.

Bilingual Education comes in several forms:

Transitional Bilingual Education offers students content instruction in their own language with a gradual transition into English. The goal is fluency in English with the use of the native language as a scaffold to the learning of the target language.

Two-Way Dual Language Instruction offers instruction in both target language and native language throughout the school years. All subjects are taught in two languages. Certain days or certain hours are dedicated to each language. The student population consists of students who are native speakers of either one of the two target languages. The goal is fluency and literacy in two languages.

Maintenance Bilingual Education offers both languages throughout the grades to native speakers of a language other than English with the goal of preserving the native language and at the same time making students natively proficient in English.

Newcomer Programs serve students of all ages who have just arrived in an English-speaking country with no knowledge of English. Such programs exist both in school settings and in adult education centers. Newcomer courses generally last about one year.

Sheltered English or Specially Designed Academic Instruction in English (SDAIE) and/or Structured English Immersion intend to make the normal school curriculum more accessible for ELLs with the help of specially designed second-language learning techniques. These are the techniques that are most helpful in classrooms that serve both Native English Speakers (NES) and ELLs.

Sheltered Instruction Observation Protocol (SIOP) is an observation protocol that allows for more accurate planning and assessment of SDAIE lessons. It can serve as a research tool, an observation tool for student teachers, and a teacher lesson-plan check list.

Cognitive Academic Language Learning Approach (CALLA)-A model developed to meet the academic needs of ELLs in US-American Schools. It attempts to integrate language with school-subject content. It aligns content with the standard curriculum, relying heavily on scaffolding strategies.  It emphasizes academic skills and aims for explicit instruction in appropriate strategies for both content and language learning.

Levels on the Ladder to Language Learning

1. Pre-Production Phase (Also referred to as The Silent Period)

Although students in this stage still cannot speak or understand the new language, they are nevertheless beginning to process the new sounds and words. This is a good time to ask students to vote their opinions by raising their hands when they agree with something, or to hold up a number, if the teacher has asked a multiple choice question.

2. Early production Phase-There is already quite a bit of understanding, and students begin to produce two-four word expressions. This is a good time to provide gapped texts. (known as cloze passages in the professional jargon)

3. Speech Emergence-Students speak in longer (though not always correct) phrases and understand a great deal more. This is a good time to introduce pair work and small group work.

4. Intermediate Fluency-ELLs in this stage can start conversations. They understand most of what is going on in the classroom and can participate in most classroom discussions. Lengthy academic readings and writing projects are, however, still very challenging. Here the full SEI and CALLA programs that you will work with begin to work beautifully.

5. Proficiency

We have been told by Cummins (Cummins, J. Model for Empowerment of Minority Students: Implications for Teacher Education. Washington, D.C.: National Clearing House for Bilingual Education, 1992) that there are two overlapping types of language proficiencies.

Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP).

BICS is the ability to interact with native speakers of a language in social settings. Children quickly acquire such proficiency. It allows them to play games, talk on the telephone, and interact on the playground. Children under the age of ten will usually reach this stage after only six months in a new country. Adults might take two years.

CALP is the ability to deal with academic content, reading of text-books, following lectures, writing reports, following complex instructions, and participating in academic discussions and debates.

Some Legal and Theoretical background

There are basically two philosophies that undergird the methodologies of language learning. These two philosophies are the Innatist Perspective and the Behaviorist Perspective. The Innatist Perspective, whose primary proponent is Noam Chomsky, argues that human beings innately possess language learning abilities, and come pre-wired for language learning, while the behaviorist philosophy, promoted by B. F. Skinner, understands language learning as a series of imitations and habit formations.

Language learners and teachers have, over the years, decided that both of these theories have merit in the language learning process. For a thorough understanding of these theories and methodologies, you will have to take a general methodology course. In this class, we will take cues from both of the above mentioned theoretical directions.

Structured English Immersion (SEI) aims to facilitate both language and content study. It attempts to break subject matter into understandable chunks, make use of students’ prior knowledge, using concrete materials, direct experience, explicit strategies, and collaborative work.

The Legal Background for SEI in Arizona

Below is a summary of the important court decisions that apply to ELL students –PLEASE READ ANT REACT TO IN YOUR FIRST MODULE

IMPORTANT COURT DECISIONS THAT APPLY

TO ELL CHILDREN

BROWN V. TOPEKA BOARD OF EDUCATION (1954):  Schools may not segregate on the basis of race, color, or national origin.  In an earlier case, Mendez v. Westminster, the Court established that schools may not segregate by language ability where the effect is segregation by race, color, or national origin.

LAU V. NICHOLS (1974):  Schools must take appropriate action to remedy the language deficiencies of all ELL children.  What is ‘appropriate action’ has been debated and the Court did not specify one remedy.

PLYLER V. DOE (1982):  States may not force schools to validate the legal resident status of any child and schools may not require proof that any child, and/or his/her parents, is legally living in the United States.  Schools may require an address to prove a child lives in the school/district attendance zone.

FLORES V. ARIZONA (2000):  Arizona must mandate that all districts adopt; a uniform method to set criteria for inclusion in, and exit from, ELL programs, follow uniform proficiency standards for ELL children, and a plan to monitor all ELL programs for success at moving children out of the program.  The case stemmed from the fact that ELL children routinely perform poorly on standardized tests, such as AIMS, and that the State has an unequal system to fund remedies, (see Lau) to help ELL children.

HEADING TWO: Course Syllabus

College of Education

The mission of the College of Education at Northern Arizona University is to prepare professionals to serve and lead education and human services organizations.

BME 430 

Methods and Materials in Second Language Teaching and Structured English Immersion

Spring ‘09

3 credit hours

General Information:

· College of Education, Educational Specialties Department

· BME 430: Methods and Materials in Second Language Teaching and Structured English Immersion

· Spring ‘08

· Credit Hours: 3 credit hours

· Instructor’s name:  Natalie Hess

· Office address: WEB or NAU in Yuma

· Office hours: Mondays and Tuesdays 12 Noon-3:00 p.m.

· Office Phone Number: (928)-317-6407

· Office E-Mail: natalie.hess@nau.edu

· Course Evaluations: http://www.nau.edu/course_evals

Course Prerequisites: There are no prerequisites for this course.

Course Description:

The course will prepare pre-service teachers to: assess the needs of English Language Learners (ELL) and develop curriculum materials and effective teaching methods for ELLs enrolled in both Structured English Immersion programs and mainstream classes. Students will examine critically the theoretical foundations and recent research findings that inform second language classroom practices.

Student Learning Expectations:

This course covers content related to the following Arizona Professional Teaching Standards and TESOL Standards:

Arizona Professional Teacher Standards:

Standard 1:     Designs and Plans Instruction

TESOL Standards:

TESOL/ NCATE ESL Standards for P-12 Teacher Education Programs
Domains		Standards	Standards specifically Met by BME 430
One	Language	1a.Describing Language
		1b. Language Acquisition and Development
Two	Culture	2a. Nature and Role of Culture
		2b. Cultural Groups and Identity
Three	Planning, Implementing, and Managing Instruction	3a. Planning for Standards- based ESL and Content Instruction	X
		3b. Managing and implementing standards-based ESL and content instruction.	X
		3c. Using resources effectively in ESL instruction.	X
Four	Assessment	4a. Issues of Assessment for ESL
		4b Language Proficiency Assessment.
		4c. Classroom-based Assessment for ESL
Five	Professionalism	5a ESL Research and History
		5b Partnerships and Advocacy
		5c. Professional Development and Collaboration.

Participants in the course will:

1. Discuss the conceptual frameworks (educational, linguistic, cultural) that are the foundation of second language instruction with an emphasis on Structured English Immersion and Sheltered English teaching approaches.
2. Identify the basic premises, goals, and teacher competencies of second language education.
3. Critically examine key concepts, educational theories and practices related to Content-based language learning and Immersion teaching.
4. Develop teaching strategies that can be applied to a broad range of multilingual and multicultural classroom situations.
5. Design appropriate second language learning classroom materials.
6. Practice second language immersion teaching techniques .

Course Objectives and Student Learning Expectations

ELL Proficiency Standards Objectives (1 clock hour)

1. Examine and discuss the alignment between Arizona State Language Arts Standards (in Listening, Speaking, Reading and Writing) and the Arizona ELL Proficiency Standards.

2. Understand how to use the ELL Proficiency Standards to plan, deliver, and evaluate instruction.

3. Demonstrate how to integrate ELL Proficiency Standards into all content areas.

Assessment Objectives (6 clock hours)

4 Analyze and apply disaggregated data to differentiate instruction (understand assessment results by analyzing the mastery of different subskills and abilities revealed in students' performance on tests and other evaluation instruments).

5. Track students progress on the ELL proficiency standards using the Stanford English Language Proficiency (SELP) test, and other assessment instruments. 

6. Integrate diagnostic, formative and summative assessments for ELLs.

7. Create and offer multiple assessments.

8. Use assessment results for placement and accommodation for special education and gifted students.

9. Use standardized testing and language proficiency assessments to monitor student progress.

Foundations Objectives (5 clock hours)

11. Understand the linguistic, academic, cultural, historical, and legal issues related to the education of language minority students, including rationales for SEI. Understand the basic concepts of bilingualism, bilingual development, and second language learning from a cognitive perspective. 

12. Define basic terminology related to SEI, second language learning, content-based language learning, sheltered content teaching, and language minority education in general.

13. Understand the basic theoretical principles of language acquisition and immersion language teaching. Compare and contrast the different program models for second language learners. 

14. Discuss the role of culture in language learning, how culture is related to bilingualism and to the development of second language abilities.

15. Define Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) and explain how these concepts are important for designing a second language learning program in which language objectives and content objectives are integrated.

SEI Strategies Objectives (30 clock hours)

16. Demonstrate multiple strategies to improve ELL achievement:

· how to provide comprehensible input during instruction, including modifications in teacher discourse.

· how to provide appropriate corrective feedback for learners,

· implement different types of grouping structures and techniques,

· build and applying background knowledge, 

· promote vocabulary development,

· maximize student engagement, and

· use computer technology and internet resources to teach a second language

17. Modify and elaborate SEI methods for beginning ELLs (TPR Storytelling, contextualized presentations of content, narrative approach, and integration of grammar and other kinds of language learning objectives into the content areas).

18. Describe the Silent Period (ways of responding, developmental processes)

19. Identify and describe pre- and early production strategies of students.

20. Integrate current materials into ELL instruction (lesson and text modifications); how to appropriately modify learning materials for second language learners.

21. Extend SEI content methods (preview/review, content area reading and writing strategies, experiential methods, appropriate uses of students' first language).

22. Analyze and apply vocabulary development approaches in the content areas, and learn how to integrate grammar learning objectives with communicative approaches.

23. Plan SEI lessons based on students prior knowledge, and how to utilize students' first language knowledge appropriately.

24. Select, adapt, and sequence curricular materials for ELLs, including Computer Assisted Language Learning (CALL) materials.

Parent, Home, School Scaffolding Objectives (3 clock hours)

25. Identify the socio-cultural influences on ELLs (bilingualism, language shift, cultural and linguistic identity, the role of culture in learning).

26. Discuss the different aspects of bilingualism and home language use.

27. Describe parental and community sources for aiding English language acquisition.

28. Discuss how to cultivate home-school partnerships.

Course Structure/Approach:

Sessions will follow a discussion format based on required readings and activities in a five-module structure and reports from field-based experiences.

Textbook and Required Materials:

Required texts:

(1) Echevarría, J. & Graves, A. (2003). Sheltered content instruction. New York: Allyn &

Bacon (required text).

Required readings on reserve:

(1) Coelho, E. (2003). Adding English: A guide to teaching in multilingual classroom. Toronto: Pippin Publishing (pp. 217-241).

(2) Crandall, J.; Jaramillo, A.; Olsen, L. & Peyton, J. K. (2002). Using cognitive strategies to develop English language and literacy. ERIC Digest, EDO-FL-02-05 (pp. 1-5). 

(3) Cummins, J. (2000). Language, power and pedagogy, Chapter 3 (pp. 57-85).

(4) Díaz-Rico, L. T. (2004). Teaching English learners: Strategies and methods. New York: Pearson (pp. 66-81, 292-305).

 (5) Haley, M. H. & Austin, T. Y. (2004). Content-based second language teaching and learning: An interactive approach. New York: Pearson (pp. 31-52).

(6) Herrera, S. G. & Murry, K. G. (2005). Mastering ESL and bilingual methods: Differentiating instruction for culturally and linguistically diverse (CLD) students. New York: Pearson (pp. 94-116).

(7) Lessow-Hurley, J. (2000). The foundations of dual language instruction (Chapter 1).

(8) Otto, B. (2002). Language development in early childhood. Columbus: Merrill (pp. 52-73).

(9) Peregoy, S. F. & Boyle, O. F. (2005). Reading, writing, and learning in ESL: A Resource book for K-12 teachers. New York: Pearson (pp. 78-88).

(10) Peterson, E. & Coltrane, B. (2003). Culture in second language teaching. Center for Applied Linguistics Digest (pp. 1-5).

Materials and resources:

 Arizona English Language Learner Proficiency Standards, on-line at

http://www.ade.state.az.us/asd/lep/

 Arizona Language Arts Standards, on-line at

http://www.ade.state.az.us/standards/contentstandards.asp

Optional readings

(Baker, C. (2001). Foundations of bilingual education and bilingualism. Clevedon: Multilingual Matters (pp. 273-284). ON RESERVE.

 Ovando et al. (2006). Bilingual and ESL classrooms: Teaching in Multicultural contexts (pp. 35-43). ON RESERVE.

 Filmore, L. & Snow, C. (2000). What teachers need to know about language. ON RESERVE.

Herrell, A. & Jordan, M (2004). Fifty Strategies for Teaching English Language Learners. Upper Saddle River, New Jersey: Pearson, Merrill, Prentice Hall

Hess, N.(2001). Teaching Large Multilevel Classes. Cambridge, U.K: Cambridge University Press

Law, B. and Eckes, M. (1995). Assessment and ESL. Winnipeg, Manitoba, Canada: Peguis Publishers Limited

Pollard, L. & Hess, N. (!997). Zero Prep: Ready-to-Go Activities for the Language Classroom. Burlingame, CA: Alta Book Center Publishers.

Pollard, L., Hess, N., Herron, J. (2001).  Zero Prep forBeginners : Ready-to-Go Activities for the Language Classroom. Burlingame, CA: Alta Book Center Publishers.

Richard-Amato, P. (1988). Making It Happen: Interactions in the Second Language Classroom. New York: NY: Longman.

Other Required Materials:

· Candidates enrolled in this course will need to have a TaskStream electronic portfolio subscription, and be enrolled in the appropriate TaskStream "Program" which contains your program portfolio.  Please note that all students are eligible for a $10 discount on their TaskStream subscriptions or renewals.  More information about purchasing a TaskStream subscription and enrolling into a TaskStream Program is available in the “Student Resources” section of the portfolio project website: http://portfolio.coe.nau.edu.

NOTE: You should acquire program self-enrollment codes directly from the TaskStreaam website rather than their instructors as the codes may change each semester. 

Course Requirements:

 The course consists of five modules. Please note that you are given two due-dates for each module. The first one is for posting your findings on the discussion board. You will then have a week during which you are expected to interact with at least five other students. The second date is the one on which you are to send your entire module, including your report on your interaction with other students, in one attachment to the e-mail of the instructor. No late modules will be accepted except under very extenuating circumstances. Please put everything into ONE DOCUMENT before you post it to the instructor. The deadline is always midnight of the stated day. Again-Please put all your work for that particular module into ONE ATTACHMENT before you mail it to the instructor. Remember that the first 4  modules should include a report on your interaction with five other students. Try to interact with different students during each of these modules. The last module—module five need NOT be posted on the discussion board, but if you wish to share you good work with other students, you may certainly do so. Please note that the last module is also the SIGNATURE ASSIGNMENT for this course, and it will be sent to the instructor both in the VISTA program and in TaskStream.  Most of you are, by now, familiar with the TaskStream system. However, a student handbook on how to use TaskStream will be sent to you.

Grading System:

1. Introduction—Module One                                   5  points                               
2. Module Two- Sheltered Content Instruction   20  points 
3. Module three—Six Articles                                20 points 
4. Module four—working in the real world             25 points
5. Module five—The lesson plan                            30 points         

                                       total points: 100

Assessment Artifact

ADE Teaching Standard(s): 1

TESOL Standard(s): 3a, 3b, 3c

Second language learning material design

Each student will design and produce an example of a second language learning material that he or she will use in the classroom.

BME430 Signature assignment:

Second Language Learning Material Design

Meets TESOL Standards: 3.a, 3.b, & 3.c.

Students design and produce an example of a second language learning material and an accompanying lesson plan that can be used in the classroom with second language learners. The objective of this project is to understand how to adapt existing materials, resources and technologies for second language learners. The learning material must be original in some way (e.g., an extension or adaptation of a commercially produced textbook or learning activity). For example, a section of a chapter is selected from a second language student’s textbook and the learning material and lesson plan are built around the concepts that are to be mastered. The learning material will be an integral part of a detailed lesson plan for English Language Learners. It will include specific learning objectives, procedures, and an assessment.

The learning material will provide context support for a specific content learning objective: visual context support or manipulative hands-on materials.  The learning material and lesson plan will also be appropriate for teaching some aspect of the second language that students are learning. In addition to providing extra visual support for a concept, for example, identify in the lesson a specific grammatical pattern that is important for students to master. This will be the language learning objective. The lesson plan will include the description of special modifications and adaptations that are required for second language learners. Overall, how can the regular lesson and learning material be modified to maximize comprehension and participation by ELL students?

The final report will outline in detail the lesson plan and will describe the second language learning material:

(a) in which subject area can it be used, and in which grade level.

(b) a clear description of the content learning objective: what concept(s) the second language student will learn, what are some of the aspects of this objective that make it challenging, and how will the learning outcome be evaluated? A content learning objective must be a concept or an important idea. The objective must be specific enough so that you as a teacher can evaluate whether or not it has been met.

(c) What aspect of the second language, the language learning (grammar/vocabulary) objective, it will help students learn. Examples of learning activities that focus on the grammar pattern selected will be included. How might this grammar pattern be used in reading, writing, listening, and speaking? The objective must be specific enough so that you as a teacher can evaluate whether or not it has been met. If vocabulary words relevant to the lesson are listed, these are part of the content learning objective, not the language learning objective.

(d) How will the content learning outcomes and the language learning outcome be evaluated? An actual assessment will be designed.

Rubric for TESOL Standard 3.a.

Standard	Approaches Standard	Meets Standard	Exceeds Standard
3.a. Planning for Standards-based ESL and Content Instruction. Candidates know, understand, and apply concepts, research and best practices to plan classroom instruction in a supportive learning environment for ESOL students. Candidates serve as effective English language models as they plan for multilevel classrooms with learners form diverse backgrounds using standards-based ESL and content curriculum.	The content learning objective is omitted. An objective is labeled as a content language objective that does not correspond to a academic content area; or a grammar objective is misidentified as a content objective. The objective is not grade-level appropriate and is too general or broad, making assessment very difficult or impossible.	A content learning objective is identified in general terms and is grade level appropriate; however, it may not be stated clearly. The content objective has some relation to a concept, important theme or central idea. It corresponds to an academic subject area, but may not be specific enough. As a consequence, the assessment tool used to measure the learning outcome may not produce results that are usable for the purpose of the assignment at hand or easily interpretable.	A clearly stated content learning objective is identified that is grade-level appropriate. The content objective is a concept, important theme or central idea. It corresponds to an academic learning objective and is specific. Level of specificity corresponds clearly to the assessment tool that will measure the learning outcome -  an understanding of the concept or idea.

Rubric for TESOL  Standard 3.b.

Standard	Approaches Standard	Meets Standard	Exceeds Standard
3.b. Managing and implementing Standards-based ESL and Content Instruction. Candidates know, manage and implement a variety of standards-based teaching strategies for developing and integrating English listening, speaking, reading and writing and for accessing the core curriculum. Candidates support ESOL students in accessing the core curriculum as they learn language and content together.	The language learning objective is omitted. An objective is misidentified as a language learning objective (e.g. a purely content learning objective that involves no language learning). None of the four language skills are explicitly included in the lesson plan. No assessment of grammar knowledge or language proficiency is possible. The language learning material and/or assessment contain major errors of grammar, indicating that the candidate may not be able to design a language learning activity that provides ELL students with correct examples of the target language.	A language learning (grammar) objective is identified. It represents an aspect of English that ELL students need to learn, but it does not make a good match with the content learning objective. Two out of the four language skills are included. The language learning objective is about grammar but may not be specific enough. The lack of specificity makes it difficult to design a clear and reliable assessment of a grammar learning objective. Minor errors of grammar are found in the learning material or in the assessment.	A clearly stated language learning (grammar) objective is identified that makes a good match with the content learning objective. The language learning objective is an important aspect of English language proficiency and includes use of the four skills (listening, reading, speaking, writing). It is specific and easily interpreted by the instructor. No errors of grammar are in evidence. The level of specificity of the grammatical pattern corresponds clearly to the assessment tool that will measure the level of mastery.

Rubric for TESOL standard 3.c.

Standard	Approaches Standard	Meets Standard	Exceeds Standard
3.c. Using Resources Effectively in ESL and Content Instruction. Candidates are familiar with a wide range of standards-based materials, resources and technologies, and choose, adapt and use them in effective ESL and content teaching.	A learning material is produced, but it is not appropriate for the objective of the lesson. Procedures are not given or are confusing/misleading. The learning material does not correspond to the grade level identified. The activity that corresponds to the learning material is not academic or academic at a level that is far too low for the student.	The learning material is appropriate for the lesson plan, and provides some measure of context support for an ELL student. Procedures are included but may not be clearly spelled out. Difficulty level may be too high. The learning material corresponds generally to grade level and an academic school subject area.	There is a good match between the lesson plan objectives and the learning material. The learning material provides optimal context support for the Ell student, is well designed and procedures are clearly spelled out. Subject area and grade level are appropriately aligned with the learning material in terms of difficulty level, at the same time corresponding to a specific academic learning objective.

Due Dates for All Modules—Please put these into your personal calendar. These dates also appear in the course calendar of your VISTA class.

1. Friday January 16th-Introductory Module posted on the discussion board. I have given you one week into the course just to introduce yourselves, and to comment on the basic terminology and the legal aspects relating to ELL because I hope that you have had enough time by now to buy your text and down-loaded as well as looked over the ten required articles, The easiest way to get your text is through Amazon.com or for half price at Half.com, but the college bookstore in Flagstaff should also should carry the book

2. Friday, January the 23rd  —Module one posted to the instructor—your own introduction, your reaction to the terminology and the legal aspects of ELL and a report on whom and how you interacted with three students on the discussion board.
3. Friday, February the 6thth-Module two posted on the discussion board
4. Friday, February the 13th -Module Two posted to the instructor
5. Friday March the 6th -Module three posted on the discussion board.
6. Friday, March the 13th-Module Three posted to the instructor (We are skipping a week here because of Spring Break at NAU. I was reluctant to assign anything during spring break, as I thought that some of you might have plans for that week.)
7. Friday, March 27th-Module Four posted on the discussion board
8. Friday, Friday, April 3rd-Module Four posted to the instructor
9. Friday, April 17^th 5^th module posted as for review by partners
10. Friday April 24th –Module 5 posted to the instructor as well as on  TaskStream in the DRF program   (Please wait for feedback from your instructor before you post your module on TaskStream)

University Policies:

For further information, please visit:

http://jan.ucc.nau.edu/academicadmin/policy1.html

Safe Environment Policy

NAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination and promote the safety of all individuals within the university.  The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race, color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent sexual harassment, sexual assault or retaliation by anyone at this university.

You may obtain a copy of this policy from the college dean’s office.  If you have concerns about this policy, it is important that you contact the departmental chair, dean’s office, the Office of Student Life (928-523-5181), the academic ombudsperson (928-523-9368), or NAU’s Office of Affirmative Action (928-523-3312).

Students with Disabilities

If you have a documented disability, you can arrange for accommodations by contacting the office of Disability Support Services (DSS) at 928-523-8773 (voice), 928-523-6906 (TTY). In order for your individual needs to be met, you are required to provide DSS with disability related documentation and are encouraged to provide it at least eight weeks prior to the time you wish to receive accommodations. You must register with DSS each semester you are enrolled at NAU and wish to use accommodations.

Faculty are not authorized to provide a student with disability related accommodations without prior approval from DSS. Students who have registered with DSS are encouraged to notify their instructors a minimum of two weeks in advance to ensure accommodations. Otherwise, the provision of accommodations may be delayed.  Concerns or questions regarding disability related accommodations can be brought to the attention of DSS or the Affirmative Action Office. You may contact DSS at 523-6906 or the AA office at 523-9977.

Instructional Review Board

Any study involving observation of or interaction with human subjects that originates at NAU—including a course project, report, or research paper—must be reviewed and approved by the Institutional Review Board (IRB) for the protection of human subjects in research and research-related activities.

The IRB meets once each month.  Proposals must be submitted for review at least fifteen working days before the monthly meeting.  You should consult with your course instructor early in the course to ascertain if your project needs to be reviewed by the IRB and/or to secure information or appropriate forms and procedures for the IRB review.  Your instructor and department chair or college dean must sign the application for approval by the IRB.  The IRB categorizes projects into three levels depending on the nature of the project:  exempt from further review, expedited review, or full board review.  If the IRB certifies that a project is exempt from further review, you need not resubmit the project for continuing IRB review as long as there are no modifications in the exempted procedures.

A copy of the IRB Policy and Procedures Manual is available in each department’s administrative office and each college dean’s office.  If you have questions, contact Carey Conover, Office of Grant and Contract Services, at 928-523-4889.

Academic Contact Hour Policy

The Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206, Academic Credit) states:  “an hour of work is the equivalent of 50 minutes of class time…at least 15 contact hours of recitation, lecture, discussion, testing or evaluation, seminar, or colloquium as well as a minimum of 30 hours of student homework is required for each unit of credit.”

The reasonable interpretation of this policy is that for every credit hour, a student should expect, on average, to do a minimum of two additional hours of work per week; e.g., preparation, homework, studying. 

HEADING THREE: Description of the Five Modules

Module One

Please send everything to your instructor in ONE attachment on the E-mail of the VISTA program.

1. Your own personal introduction. If you have a picture to attach, this would be much appreciated, but it is certainly not a requirement.
2. A brief report on your interaction with other students.
3. A reaction to the terminology. What did you know about? From which sources? What was new or surprising to you? Please explain.

The Introductory Module

Introduce yourself. Tell us something about both your personal life and your professional life. Also, let us know something about your experience with school life and language learning. Write about your personal reaction to the introductory material for this course. Which theories and methodologies, and legal issues are you familiar with or have noticed in your own life in the classroom or as a language learner?  If none of this is familiar to you feel free to say so! (About 1-2  double- spaced pages for this module.)

See due dates above or under “Heading Two”—The Syllabus

How to React to Other Student Comments in all modules:

 
1. Names of those with whom you corresponded (At least 3)
2. Brief summary of what they said.
3. Your reaction to what they said (agreed, disagreed, found interesting, found relevant because _____________, Found unusual because_____________, found disturbing because _________) 
 

Example of a 5-point introductory letter:

Hello everyone.  My name is ___________________________, and I can already recognize a few familiar names on the discussion board from other classes this summer.  I can’t wait to bounce ideas and thoughts around the discussion boards and learn from each other.  I am new to the ______________________ area as of late last summer when I accepted a teaching position in the third grade.  I arrived in town 5 days before I started school with the kids and I have been learning under fire ever since.  I am really excited about this course because I work down in ____________ AZ and this past school year every single one of my students was ELL.  And let me tell you, coming from the Midwest and not speaking any Spanish took a lot of patience from both me and the students to understand each other.  I think I spent most of the year trying to figure out how to teach to an ELL student, and in the process those children taught me so much about working in an ELL environment.  Like I said, I am anxious to learn in the class because I know that I will take so many ideas and concepts back to school with me in the fall and be a better educator because of it.

                I have to be honest when I tell you I came into the area completely oblivious about any SEI teaching strategies, so walking into a classroom full of Spanish speakers was a bit intimidating.  I did have a very large gap in fluency within my class.  Some children spoke both English and Spanish at home and were very confident in both, while in other situations, the English that they heard in the classroom from me was the only exposure they had all day but could keep up because of the schooling they had prior to third grade. And finally, I did have three students who didn’t speak a word of English the day they walked into my room that first day last summer.  Of the three non-English speakers, one went on to be able to read and understand, just struggled to speak English, one caught on beautifully, and one left my class at the end of the year not saying a word, English or Spanish.  She went into a selective state of silence which I was told later was here coping mechanism for the culture shock she was experiencing.

                It was interesting to read the Levels of the Ladder to Language Learning on our syllabus because I can complete relate to every one of the levels with at least one student in my class.  As far as the legal information goes that we were supposed to respond to; I find it very interesting that a school districts are required to meet the standards of the “average” Arizona student in reading, writing, and math, but the children that are labeled ELL are at an immediate disadvantage by not speaking the language they are trying to learn in.  The attitude seems to be, “they will catch up eventually” but at some point doesn’t the educational system pass right by them leaving them to fend for themselves in high school and college?  I would love to see the students that are brand new to the language first being taught a crash course in English, and then after they have even a little background, put them back into the mainstream learning community of their classrooms.  I really think we would see so much more improvements in the long run.

                It is interesting to be less than a week into this course and see how much discussion has already gone on in the discussion boards.  I already know this will be a great place to throw around ideas and challenge each other to think maybe differently than we had before.  Already I have had a few discussions with ____________, _____________, and ____________.  It seems as though the four of us are thinking about the same things, but each have a unique view point to share.  _________________ started the link on my thread to discussion my initial opinion regarding non-English speaking being pulled out of the classroom to get a crash course in learning the language.  I think I misspoke myself by not explaining that I only think that should take place for a short period of time each day.  That started the discussion between ______________ and me about whether or not the students will learn better or not secluded from their peers.  I agree with ____________ that students will learn better when they are challenged by others that may know the language better then themselves, but I still believe that a short period of time to really teach the sounds and speech of the language would help those students catch on at a much quicker pace.

                ________________ , __________________, and I discussed the laws of segregation and whether or not moving children based on their fluency is fair.  I know ______________ was just throwing out the question to play devils advocate, but I do not agree with her that moving students out of the class to improve their language would be segregating in the negative sense of the word.  I agree with _______________________ that special education would be a good example of how moving those students into a separate learning environment is obviously beneficial for that student.  Children are very understanding of their peers, I have found, when they realize their peer is getting extra help in a particular way.

                Like I said, these discussions have proved to be very interesting already.  I look forward to where this class will take us in challenging one another.

Check for due dates in the syllabus

Your Module will be graded on the following Rubric

Does not meet expectations 0-1 points	Approaches Expectations 2-3 points	Meets Expectations 4 points	Exceeds Expectations 5-points
Few conventions are met.	Most conventions are met	All conventions are met	All conventions are met
All components are not met	All components are present.	All components are present	All components are present
Writing is not unclear and confused.	Writing is reasonably competent.	Writing is clear and style is clear, competent and  logical	Writing is moving and eloquent.
Module is posted late	Module is posted on time	Module is posted on time	Module is posted on time

Module Two

Please send everything to your instructor in ONE attachment on the E-mail of the VISTA program.

Post only the activity section on the discussion board, but a week later send the entire module to the instructor. Your module when sent to the instructor should include the following:

1. Your activity

2. Your answers

3. Your report on interactions with 3 other students.

Everything should be posted to the instructor in ONE attachment.

Working with Sheltered Content Instruction: Teaching English Learners with Diverse Abilities by Echevarria and Graves

Part One –Questions

Choose to write on 6 of the 9 topics below. The suggested length of the answers that I have given you is very much a “more or less” suggestion. I only give it because students invariable insist on having such guide lines. I also prefer double spacing and a font of 12-14 for all your writing. It is just easier to read.

General Ideas (Each answer should be about 1-2 paragraphs)

1 In the section called “Student Profiles” p. 2-3 in the third edition of your text you are introduced to three different students. Which of these, in your opinion, is most likely to succeed in the American Education system? Please give reasons for your conclusions. Consider the students age, background, skills, and dispositions. (About two paragraphs of explanation. There is no “right” answer.)

2. How are “social” and “academic” languages different? Please provide one or several examples. Do you have any personal experiences, either as a learner or as a teacher with these differences?

3. On pages 7-10, there are descriptions of a variety of Language Learning programs. In your opinion, what are the advantages and the disadvantages of each program? Which program do you feel is the most successful one? Please explain your reasoning.

4. On pages 38-42 Several Language Learning Theories are discussed. Which one do you favor? Explain the theory and the reasons for your choice. If you don’t favor any single theory, explain why not.

5. Read the comparative unit case study discussed in chapter 3 pp, 67-76. Which aspects of this lesson can you envision yourself incorporating in you work?

7. What is the definition of “strategy?”  Describe three strategies from chapter three. Write them out in a step by step fashion that could easily be followed by a substitute teacher.  Explain which of these strategies you can  envision yourself practicing and explain why.

8. Choose to describe one curriculum adaptation from chapter 6 and explain how you have used it, have seen it used, or might use it.

9 How does Sheltered Instruction differ from mainstream instruction and which aspects of sheltered instruction have you personally observed? Which are you most likely to incorporate in your work?

Part Two--Activities

Choose to develop ONE of these activities (one to two pages)

1. Number 1 on p. 29 (at the end of chapter One—About Lupe)

2. Number 4 on p. 95 (at the end of chapter 4—about the physical altercation)

3. Number 3 on p. 119 (at the end of chapter 4—the COPS strategy.

Post only the activity aspect of this module on the discussion board. A week later send the entire module—both answers and activity---to the instructor in ONE attachment. Don’t forget to write a brief report on your interaction with other students on the discussion board as part of the module you send to the instructor.

The module you send to the instructor should include the following:

1.The activity

2. The Six answers

3. Your report on interaction with 3 other students

Your Module will be graded on the rubric below

Does not meet expectations 0-10 points	Approaches Expectations  10-12points	Meets Expectations 12-15 points	Exceeds Expectations 16-20points
Few conventions are met.	Most conventions are met.	All conventions are met	All conventions are met
All components are not met	All components are present.	All components are present	All components are present
Writing is unclear and confused. The candidate demonstrated little understanding of language learning processes.	Writing is reasonably competent and demonstrates some understanding of language learning processes.	Writing is clear. Style is competent and  logical. The activities are relevant for ELL and are explained clearly. The candidate demonstrates good understanding of language acquisition processes.	Writing is moving and eloquent. The activities show student involvement and can, with some adaptation, be used across many levels of ELL. The candidate shows outstanding ability in his/her understanding of language learning processes.
Module is posted late	Module is posted on time	Module is posted on time	Module is posted on time

Check for due dates in the syllabus

Module Three

Please send everything to your instructor in ONE attachment on the E-mail of the VISTA program.

Please post only ONE article reaction (Your favorite one) on the discussion board

The Articles—Look in the Article Module on the home page to find the 10 articles (book chapters).

Ten articles (book chapters) have been chosen for your reading benefit and pleasure. Skim through the ten articles and choose six that are of particular interest to you. From each of your chosen articles select two items of interest. Describe these (about 1-2 paragraphs each) and tell why you find these selections interesting and/or relevant and how you could incorporate them in your own work. (1-2 pages for each article)

Post only ONE of the article reactions (your most interesting one) on the discussion board. A week later post the entire module with a report on your interactions with other students to the instructor in ONE attachment.

Your module when sent to the instructor should include:

1. Review of six articles with personal reactions.

2. Report on interaction with 3 other students

Check for due dates in the syllabus

Your Module will be graded with the following rubric:

Does not meet expectations 0-10 points	Approaches Expectations  10-12points	Meets Expectations 12-15 points	Exceeds Expectations 16-20points
Few conventions are met.	Most conventions are met.	All conventions are met	All conventions are met
All components are not met	All components are present.	All components are present	All components are present
Writing is unclear and confused. The candidate demonstrated little understanding of language learning processes.	Writing is reasonably competent and demonstrates some understanding of language learning processes.	Writing is clear. Style is competent and  logical. The candidate demonstrates good understanding of language acquisition processes.	Writing is moving and eloquent. The candidate shows outstanding ability in his/her understanding of language learning processes.
Module is posted late	Module is posted on time	Module is posted on time	Module is posted on time

Module Four

Please send everything to your instructor in ONE attachment on the E-mail of the VISTA program.

Working in the Real world (Please use fictional names to protect privacy of the teachers, and please explain what you will doing to the teachers you observe)

Part One

This module involves a close and practical look at  ELL work. There is not much to read, but a great deal to do. This is why I hope that you start this module while you are still reading the material of the previous modules. Here are your requirements for Module Four.

Observe two ESL/ELL/SEI lessons. Each lesson should be at least 45 minutes long. The lessons should be at different stages of stages of language acquisition and age of students. For example, you could observe: One adult ESL class at an intermediate level of English language; a kindergarten, in which native speakers of English are together with proficient ELL users of English; or a 6^th grade, in which all  the students have tested into the basic (3^rd) level of ELL.

Before you observe the class try to make an appointment with the teacher to find out the following:

• Some background of the institution in which this teacher works and how or why this person was your choice.
• How long has this teacher taught ELL?
• His/her philosophy regarding language instruction, and how this philosophy plays out in his/her work? (Try to get as many specific examples as possible)
• What the satisfactions and the frustrations of the work are.
• Observe the class, using the chart below as your observation plan. Fill in and add  spaces as needed
• Write a 1-2 page (double-spaced) essay to describe what went on in the class. The topics below are only suggestions.

What aspects of the lesson did you find to be positive?

Did you learn any new strategies? Please explain.

Did anything surprise you?

If your instructor has time to talk with you after the lesson to answer any questions you might have, or to give you further explanation, this would be a good part to include in your three essays, but it may not be possible, and thus is NOT a requirement.

The Chart with examples of possible notes –Chart Should be Continued for the entire lesson

Class is Advanced Proficient  ELL with Native speakers of English in a high school

Time	Teacher Does	Students Do	General Atmosphere	On Display
8:00—8:10 a.m.	Takes attendance and puts papers on the desk of each student.	Work quietly on the assigned bell work.	Quiet concentration	Content goals and language goals for this lesson; vocabulary wall; assignment for bell work.
8:10-8:20	Reviews the central themes of Maya Angelou’s Work, I know Why the Caged Bird Sings.	Listen attentively and take notes	Engaged and involved	Overhead of the themes
8:20-8:40	Circulates among groups to listen and help as needed	In small groups, choose their favorite theme and together find examples of the occurrence of the theme in the text	Engaged and active	A very brief ( 2minute)snippet from the film I Know Why the Caged Bird Sings is shown

The only things you need to post on the discussion board for this module are your description/reaction essay of ONE Lesson. (Your favorite), and the activity that you developed. See below:

Part Two

Go to the Arizona Department of Education (ADE) WEB site.

Look Under Office of English Language Acquisition

Find the ELP (English Language Proficiency) standards.

Look for a standard that you might want to demonstrate on any level of all four skills—Speaking/Listening; Reading/Writing, and create and activity that would help to implement such a standard. In your activity, speak to a teacher who might want to practice such an activity. You may use any of the strategies you observed in the classes, or you may take any of the suggestions offered by the department of education, provided you adjust these to your own needs. Keep in mind, that although your strategy may well take up a whole lesson, this is NOT a lesson plan but a strategy that could be plugged into many lessons. The web sites listed under the heading “Useful Web Sites” could give you suggestions for where good strategies can be found.

Below is an Example:

 The Jigsaw Activity

All four skills demonstrated for the 6^th grade—ELL III Standard; The students will be able to read with fluency, accuracy, and comprehension. Students will be able to orally report and summarize what they have read. Student will listen and understand reports given by their classmates.

I first learned about this activity from a book by Eliot Aronson: The Jigsaw Classroom, Beverly Hills, Calif.: Sage, 1978.

1. Divide your reading into four sections that are Labeled A,B,C, D as well as

· A-1,2, 3,4;

· B-1,2,3,4,

· C-1,2,3,4

· D-1,2,3,4   

2. Assign each student a letter and a number.

3.  Introduce the reading passage and pre-teach key vocabulary in any way that seems appropriate to you.

4. Individual Reading—Students study their assigned pieces in as many ways as possible.

Suggestions:

· They read on their own.

· They partner read.

· They whisper read.

· They read facing the wall.

· They write a summary.

· They write an outline.

· They read it to a new partner.

· They read it to the teacher

5. Peer Groups—Students meet those who have read the same sections. A’s meet with A’s; B’s with B’s; C’s with C’s and D’s with D’s. Together they summarize what they have read. More able students work with less able students. Everyone in the group must know the central idea of what was read.

6. Expert Groups—Number groups meet—1’s with 1’s; 2’s with 2’s; 3’s with 3’s with, and 4’s with 4’s.

· In these groups, everyone has read something different. There should be at least one A, one B, one C, and one D in each group.

· Students present their section. They may refer to their reading material if needed.

· Students re-read their sections, underlining any sentence that somehow speaks to or appeals to them.

· Students take turns reading out their sentences and explaining why they have chosen those sentences.

· Students return to their original groups (A, B, C, or D).  They again read out their sentences and explain why they have chosen these.

· Frontally, one or several students, with the help of the teacher or other students, re-tell the entire passage.

· The passage may be assigned for home reading or journal writing.

· There may be a comprehension quiz on the entire passage.

You may want to complete the Jigsaw activity with a Pyramid Summary.

Here is how it works:

· Line One: Title One word

· Line Two: Title re-stated twp words

· Line Three: Three words that generally describe the passage

· Line Four: Four words that give an event of point in/of the passage

· Line Five: Five words that give an additional/point event

· Line Six Six words that give another additional point or event

· Line Seven: Seven words that summarize the passage or give its main point.

Example: Pyramid summary of “Cinderella”

Orphan

Good girl

Working, Trying, Serving

An evil, calculating step-mother

Invitation to a Royal ball

No appropriate clothes and much sadness

 Small feet make it all just right!

Your Module will be graded on the following Rubric

Does not meet expectations 0-10 points	Approaches Expectations  10-20 points	Meets Expectations 20-25 points	Exceeds Expectations 25-30points
Few conventions are met.	Most conventions are met.	All conventions are met	All conventions are met
All components are not met	All components are present.	All components are present	All components are present
Writing is unclear and confused. The candidate demonstrated little understanding of language learning processes. The lesson observations are haphazard. The activity/strategy does not meet standard	Writing is reasonably competent and demonstrates some understanding of language learning processes. The activity/strategy is useful and approaches standards. The lesson observations are relevant.	Writing is clear. Style is competent and  logical. The candidate demonstrates good understanding of language acquisition processes. The activity/strategy is useful and meets standards. The lesson observations are relevant, clear, and to the point	Writing is moving and eloquent. The candidate shows outstanding ability in his/her understanding of language learning processes. The activity/strategy is useful and parallels standards. The lesson observations are relevant, clear, and to the point. The strategy is useful for all four skills and with adaptation can be used across levels of language acquisition.
Module is posted late	Module is posted on time	Module is posted on time	Module is posted on time

Module Five—Signature Assignment

Please send everything to your instructor in ONE attachment on the E-mail of the VISTA program.

You don’t need to post this module on the discussion board.

For this module, you will be assigned a partner who will help to review your module one week before it is due to the instructor. You need only to send the actual lesson plan to your partner for a check. Then you will still have a week, during which you can teach the lesson and write a reflective essay.

I will assign partners as soon as I know exactly who will be taking the course. During the first couple of weeks there is a great deal of course dropping and switching, so please be patient. As soon as I have a stable list, I will assign partners.

Although this module need not be posted on the discussion board,  you are entirely free to do so if you wish to share your good lesson plan ideas with your classmates. This module needs to be posted both to the instructor in the Vista program and on TaskStream. See the evaluation rubric for this assignment in the syllabus (Heading Two)

Module 4 consists of the following:

1. A lesson plan for ELL (EDL) students.

2. A reflective essay (written after you have taught the lesson)

 As a reviewing partner, please check the lesson plan sent to you for the required elements listed below.

Check for due dates in the syllabus

The ELL Lesson

Adapting Material, Assessing Student Needs, Lesson Planning, Assessing Student Progress, Describing Process, and Reflecting

You will design and produce an example of second-language learning material and an accompanying lesson plan that can be used in the classroom with second language learners in the following way:

1. Find a group of ESL students that you can work with. This may be a small group of 3-5 students, or it may be an entire class. If you are now working in a school, finding such students should not be a problem. If you are not teaching now, perhaps the person that you have interviewed will allow you to spend some time in his/her class. You may work either with children or with Adults in any ELL setting.

2 . Find content material that you would like to teach. You can decide what level (grade) of learners is involved. The material can come from a text book, or a children’s story book, a film, a map, a menu, or any “text” that you find important for the group you are about to teach.  If you are working in the classroom of a practicing teacher, this person will, no doubt, provide you with needed material.

3. Show the original material and then adapt it to suit your content and language learning purpose. You might want to simplify the vocabulary or the grammatical structures. You might wish to provide an outline or introduce the main topics. Consider any possibilities that would make the content more accessible for your students. Consult chapter 3 in Echevarria for ideas. This adaptation should be your original work

4. Create a lesson plan:

• State the content objectives and the language objectives of the lesson. (Example: Content objective—Students will be able to describe two traditions practiced by Native Americans of our area. Language objective-- Students will be able to use the construction “used to” correctly and idiomatically.)
• Create an activity for building background.
• Offer 1-3 interactive strategies that will reinforce both language and content.
• Provide both guided and independent practice in the use of your language objective.
• Describe hands-on material to be used.
• Provide a description of assessment procedures.

5. Teach your lesson to the selected group of students and assess their progress

7. Write a reflection on your work. Describe exactly what you did and how the students reacted. Tell about the effectiveness of your assessment technique. Was the content learned? Was the language practiced? What went well? How might you want to change this lesson were you to do it again with another group of students?

You can find the rubric for this module in the course syllabus

HEADING FOUR

Helpful Websites.

HEADING Four: Useful WEB Sites

http://www.everythingESL.net

Dave's ESL Cafe <http://www.pacificnet.net/~sperling/eslcafe.html>
... The Internet's Meeting Place for ESL/EFL Students and Teachers from Around
the World!". "It's only words . . . ... Dave's ESL Cafe in the Bangkok Post! ...
www.pacificnet.net/~sperling/eslcafe.html - 13k - Cached <http://216.239.53.100/search?q=cache:_ajxgT8KwsIC:www.pacificnet.net/~sperling/eslcafe.html+ESL&hl=en&ie=UTF-8> - Similar pages <http://www.google.com/search?hl=en&lr=&ie=UTF-8&oe=UTF-8&q=related:www.pacificnet.net/~sperling/eslcafe.html>

Interesting Things for ESL Students <http://www.manythings.org/>
www.ManyThings.org. Interesting Things for ESL Students A fun study site
for students of English as a Second Language. Word games, puzzles ...
Description: Includes quizzes, games, and puzzles to help students learning english.
Category: Kids and Teens > School Time > English > English as a Second Language <http://directory.google.com/Top/Kids_and_Teens/School_Time/English/English_as_a_Second_Language/?il=1>
www.manythings.org/ - 8k - Cached <http://216.239.53.100/search?q=cache:fIaAT8iAibUC:www.manythings.org/+ESL&hl=en&ie=UTF-8> - Similar pages <http://www.google.com/search?hl=en&lr=&ie=UTF-8&oe=UTF-8&q=related:www.manythings.org/>

English as 2nd Language <http://esl.about.com/mbody.htm>
... http://www.sipuebla.com (Cost to Advertiser: $0.21). International Student Resource
Center InternationalStudent.com offers information on ESL programs, toefl ...
esl.about.com/mbody.htm - 30k - Cached <http://216.239.53.100/search?q=cache:uxWI8yliuE4C:esl.about.com/mbody.htm+ESL&hl=en&ie=UTF-8> - Similar pages <http://www.google.com/search?hl=en&lr=&ie=UTF-8&oe=UTF-8&q=related:esl.about.com/mbody.htm>

ESL Magazine--Subscribe Today! <http://www.eslmag.com/>
Welcome to the award-winning service of ESL Magazine, the print magazine
for English as a second or foreign language educators! Current Issue. ...
Description: Print publication offers overview of its current issue, highlights of previous issues, subscription...
Category: Arts > Education > ... > Publications > Magazines and E-zines <http://directory.google.com/Top/Arts/Education/Language_Arts/English/English_as_a_Second_Language/Publications/Magazines_and_E-zines/?il=1>
www.eslmag.com/ - 16k - Cached <http://216.239.53.100/search?q=cache:NFyCOCTjBNkC:www.eslmag.com/+ESL&hl=en&ie=UTF-8> - Similar pages <http://www.google.com/search?hl=en&lr=&ie=UTF-8&oe=UTF-8&q=related:www.eslmag.com/>

Self-Study Quizzes for ESL Students (English Study Materials, ESL ...  <http://www.aitech.ac.jp/~iteslj/quizzes/>
a4esl.org. Self-Study Quizzes for ESL Students. ... There are about 1,000 of
these "HTML-only quizzes" on our Activities for ESL Students website. ...
www.aitech.ac.jp/~iteslj/quizzes/ - 4k - Cached <http://216.239.53.100/search?q=cache:cuUXn5qa7EYC:www.aitech.ac.jp/~iteslj/quizzes/+ESL&hl=en&ie=UTF-8> - Similar pages <http://www.google.com/search?hl=en&lr=&ie=UTF-8&oe=UTF-8&q=related:www.aitech.ac.jp/~iteslj/quizzes/>

ESL PartyLand <http://www.eslpartyland.com/>
... com. Karin's ESL PartyLand Launched March 1, 1999. Awards & Memberships:
PartyLand is included in the Blue Web'n library. "Inclusion ...
Description: Fun site with over 75 interactive quizzes, 15 discussion forums and topic-based learning pages for...
Category: Arts > Education > Language Arts > English > English as a Second Language <http://directory.google.com/Top/Arts/Education/Language_Arts/English/English_as_a_Second_Language/?il=1>
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